Experiences of Faculty Members Giving Corrective Feedback to Medical Trainees in a Clinical Setting

Abstract

Introduction: Imperative to medical training is the observation and provision of feedback. In this era of competency-based medical education, feedback is one of the core components of this new model. A better understanding of the medical faculty's attitudes and experiences when providing feedback is essential. Currently, there are limited qualitative studies that have explored attitudes and experiences of faculty members when giving corrective feedback to medical trainees. Methods: To allow an in-depth exploration of this phenomenon, a hermeneutics phenomenology approach was used, by conducting semistructured interviews with 10 faculty members representing six disciplines and used thematic analysis to create data-driven codes and identify key themes through an iterative consensus-building process. Results: Four themes were identified by the authors: (1) Elements of effective feedback, (2) Faculty members' perception of giving corrective feedback, (3) Challenges as it relates to the assessment culture of the institution, and (4) Providing effective corrective feedback as a mutual process focused on relationship building between learners and preceptors. Discussion: By exploring faculty members' perceptions of providing perceived corrective feedback, we identified actionable recommendations based on the study participants' experiences, expectations, and challenges which could be addressed involving future faculty development with the focus on modifying concepts of feedback and institutional changes that will promote an attitudinal and a cultural shift.

Effect of an online educational module incorporating real-time feedback on accuracy of polyp sizing in trainees: a randomized controlled trial

“…Video instruction alone was insufficient in improving polyp sizing, suggesting feedback is the most crucial component of our module, either alone or paired with video instruction. This finding affirms our hypothesis and is consistent with prior educational studies that have shown the value of active, iterative learning and real-time feedback in medical education [14],…”

“…Prior work has shown that structured and real-time feedback improves long term knowledge retention [14]. Specifically, feedback is vital in acquiring endoscopic skills, such as optical diagnosis of This article is protected by copyright.…”

Feedback in Medical Education: An Evidence-based Guide to Best Practices from the Council of Residency Directors in Emergency Medicine

“…Having a good relationship based on mutual respect and trust can enhance the quality and accuracy of feedback. 3,12,57,62,77,87,90,[96][97][98][99][100] Training individuals on how to give feedback can also improve the quality and specificity of feedback delivered. 32,48,56,91,[101][102][103][104][105][106][107] Training can lead to improved comfort with providing feedback and increase the likelihood of the learner incorporating reflection and goal-setting into feedback discussions.…”

“…105 Melding self-generated learning goals with faculty-provided observations closes the feedback loop and produces more improved, usable, and well-received feedback aimed at mastering current skills and setting goals for future accomplishments. 12,22,130 To bridge the gap between reception of the feedback to internalizing it, multiple experts have outlined various practical tips for learners to use feedback for performance improvement. 190,191,[193][194][195][196][197][198][199][200] We distilled the consistent themes among our recommendations below.…”

Practical and customizable study strategies for clerkship year success

“…5,6 Guided by this framework, YH created two methods to combat the roadblocks above. [7][8][9][10] First is recognition and correction of weak topics via Self-assessment, Identification, and Patching of knowledge gaps (SIP). These are topics in which the learner misses questions or lacks understanding.…”