Frameworks for Effective Feedback in Health Professions Education

Liakos, William; Keel, Trey; Pearlman, R. Ellen; Fornari, Alice

doi:10.1097/acm.0000000000004884

Cited by 2 publications

(3 citation statements)

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“…This is notable because competence-based educational models require more time for the faculty, mainly due to the time-consuming (WBA), which is known to be a limiting factor for curriculum development. 20 In our program, we limited the assessment types to three (structured feedback, 21 case-based discussions, and Mini-CEX 22 ). Therefore, embedding these WBAs in a well-structured curriculum may make them feasible within available time resources.…”

Section: Discussionmentioning

confidence: 99%

Basic Training in Palliative Medicine for Internal Medicine Residents: Pilot Testing of a Canadian Model in Switzerland

Ebneter,

Kaya,

Mair

et al. 2024

Palliative Medicine Reports

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Background: In Switzerland, palliative care (PC) clinical training is well established at undergraduate and specialist postgraduate levels. However, postgraduate nonspecialist training curricula are less documented. Local Problem: A structured curriculum for nonspecialist rotation within internal medicine (IM) in specialized PC wards is lacking. Objective: To pilot two versions of a PC nonspecialist curriculum for IM residents in Swiss PC units. Methods: In the pilot phase, two curricula—short immersion (3–10 weeks, based on the University of Toronto's Internal-Medicine PC Rotation) and standard nonspecialist (11–18 weeks, based on the Canadian Society of Palliative Care Physician Competencies)—were assessed using a mixed-method online survey. One university and two nonuniversity sites participated. The analysis was descriptive. Results: Five residents and eight supervisors of five training rotations (July–October 2023) responded. Overall, curriculum quality and feasibility (content and time) received positive ratings across all groups, with high satisfaction concerning organization, educational design, learning support, climate, experience, and facilities. Nonuniversity sites were generally rated more positively than university sites. Qualitative feedback paralleled these findings, highlighting the curriculum's relevance and fit with learners' needs and suggesting potential simplifications and more personalized planning. Conclusions: Establishing short and standard duration curricula for a PC program is viable and well received by nonspecialist trainees. Future implementation should concentrate on personalized learning objectives and streamlining the content and structure of the competencies. Cooperation within various training settings (university and regional hospitals) as well as on an international level (e.g., Canada–Switzerland) may further improve the quality of the proposed training formats.

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Section: Discussionmentioning

confidence: 99%

Basic Training in Palliative Medicine for Internal Medicine Residents: Pilot Testing of a Canadian Model in Switzerland

Ebneter,

Kaya,

Mair

et al. 2024

Palliative Medicine Reports

View full text Add to dashboard Cite

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“…2 SFED incorporates portions from other feedback models such as Ask-Tell-Ask and R2C2 and is unique as it has protected time to address learner self-assessment and includes encouragement. 3…”

mentioning

confidence: 99%

“…The Self‐Assessment Feedback Encouragement Direction (SFED) tool is a competency based feedback model first described by Bell in 2007 2 . SFED incorporates portions from other feedback models such as Ask–Tell–Ask and R2C2 and is unique as it has protected time to address learner self‐assessment and includes encouragement 3 . Its succinct nature while still incorporating affirming and constructive feedback and self‐reflection makes SFED ideal for use in the ED.…”

mentioning

confidence: 99%