Residents provide feedback to their clinical teachers: Reflection through dialogue

Fluit, Cornelia; Bolhuis, Sanneke; Klaassen, Tim; Visser, Marieke de; Grol, Richard; Laan, Roland; Wensing, Michel

doi:10.3109/0142159x.2013.785631

Cited by 37 publications

(31 citation statements)

References 24 publications

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“…Eight quantitative studies met criteria as methodologically superior publications in education research with a range of mean scores from 20.5 to 24 (maximum 25 points) . Nine qualitative studies met the threshold for being selected as superior with scores of 20 to 24 (maximum 25 points) . Three review papers met the threshold for being selected as superior with scores of 12 to 13.5 (maximum 25 points) .…”

Section: Resultsmentioning

confidence: 99%

“…An important addition to the multisource feedback literature is the work of Brinkman et al demonstrating that multisource feedback may result in improved patient‐centric outcomes compared with traditional single‐source feedback. Other papers illustrate that a perception that feedback is unidirectional may lead to negative feedback emotions in learners, while formal systems for upward feedback may improve safety and honesty, and providing learner feedback to faculty may motivate faculty behavior …”

Section: Discussionmentioning

confidence: 99%

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Feedback in Medical Education: A Critical Appraisal

Kornegay

Kraut

Manthey

et al. 2017

AEM Education and Training

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Objective: The objective was to review and critically appraise the medical education literature pertaining to feedback and highlight influential papers that inform our current understanding of the role of feedback in medical education.Methods: A search of the English language literature in querying Education Resources Information Center (ERIC), PsychINFO, PubMed, and Scopus identified 327 feedback-related papers using either quantitative (hypothesis-testing or observational investigations of educational interventions), qualitative methods (exploring important phenomena in emergency medicine [EM] education), or review methods.Two reviewers independently screened each category of publications using previously established exclusion criteria. Six reviewers then independently scored the remaining 54 publications using a qualitative, quantitative, or review paper scoring system. Each scoring system consisted of nine criteria and used parallel scoring metrics that have been previously used in critical appraisals of education research.Results: Fifty-four feedback papers (25 quantitative studies, 24 qualitative studies, five review papers) met the a priori criteria for inclusion and were reviewed. Eight quantitative studies, nine qualitative studies, and three review papers were ranked highly by the reviewers and are summarized in this article. To promote a scholarly approach to education and provide ongoing professional development for EM educators, the CORD Academy proposed a critical appraisal series to explore important, timely, relevant education topics. This inaugural installment of the CORD Academy critical appraisal series addresses the topic of feedback in medical education. Despite widespread acknowledgement of the importance of feedback in improving learner performance, both learners and educators express dissatisfaction with the quality and quantity of feedback received in the ED, and recent literature suggests that even if feedback is delivered, factors related to learner confidence, emotion, learner-educator relationship, and culture may impact the likelihood that the feedback is received, incorporated, and translated into performance improvement. [8][9][10][11][12][13] This critical appraisal applies a previously published method to search, critically appraise, and summarize the top quantitative and qualitative papers on feedback in medical education. Conclusions14 Established scoring instruments for quantitative and qualitative papers were piloted and revised as necessary for implementation in this context, and an instrument for scoring review papers was adapted from the qualitative instrument, piloted, and revised as well. The aim of this critical appraisal is to provide a summary of the top scoring feedback in medical education papers, highlight practical implications for EM educators, and suggest important next steps for future research. METHODS Article IdentificationA research librarian performed the literature search, querying Education Resources Information Center (ERIC), PsychINFO, PubMed, ...

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Feedback in Medical Education: A Critical Appraisal

Kornegay

Kraut

Manthey

et al. 2017

AEM Education and Training

View full text Add to dashboard Cite

show abstract

“…Ideally, the provision of such information will motivate students to make adjustments and continuously improve their level of competency. In turn, students’ ability to offer feedback about clinical supervisors and sites can identify positive ways learning has been supported, but also alert program coordinators to sub-optimal conditions requiring attention 26 , 27 . However, many factors influence the utility of workplace-based student feedback, including credibility of the source and legitimacy of the content in terms of adequacy of observations or the relationship with the assessor 28 - 30 .…”

Section: Discussionmentioning

confidence: 99%

How does culture affect experiential training feedback in exported Canadian health professional curricula?

2017

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ObjectivesTo explore feedback processes of Western-based health professional student training curricula conducted in an Arab clinical teaching setting. MethodsThis qualitative study employed document analysis of in-training evaluation reports (ITERs) used by Canadian nursing, pharmacy, respiratory therapy, paramedic, dental hygiene, and pharmacy technician programs established in Qatar. Six experiential training program coordinators were interviewed between February and May 2016 to explore how national cultural differences are perceived to affect feedback processes between students and clinical supervisors. Interviews were recorded, transcribed, and coded according to a priori cultural themes. ResultsDocument analysis found all programs’ ITERs outlined competency items for students to achieve. Clinical supervisors choose a response option corresponding to their judgment of student performance and may provide additional written feedback in spaces provided. Only one program required formal face-to-face feedback exchange between students and clinical supervisors. Experiential training program coordinators identified that no ITER was expressly culturally adapted, although in some instances, modifications were made for differences in scopes of practice between Canada and Qatar. Power distance was recognized by all coordinators who also identified both student and supervisor reluctance to document potentially negative feedback in ITERs. Instances of collectivism were described as more lenient student assessment by clinical supervisors of the same cultural background. Uncertainty avoidance did not appear to impact feedback processes. ConclusionsOur findings suggest that differences in specific cultural dimensions between Qatar and Canada have implications on the feedback process in experiential training which may be addressed through simple measures to accommodate communication preferences.

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“…Entretanto, nem sempre existe uma reflexão sobre o papel desses formadores. Fluit et al 19 analisam a avaliação dos médicos assistentes supervisores pelos residentes, e propõem um sistema em que seja possível oferecer o feedback aos supervisores, de forma construtiva e honesta, para que seja criado um ambiente seguro para a adequada formação profissional.…”

Section: Discussionunclassified

Validação de questionário para avaliar a vivência e autoconfiança nas emergências na assistência ao parto vaginal

Nomura¹,

Novoa²,

Pimenta³

et al. 2014

Rev. Bras. Ginecol. Obstet.

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ResumoOBJETIVO: Validar questionário para conhecer e descrever a percepção dos médicos especialistas em ginecologia e obstetrícia quanto à vivência e autoconfiança no atendimento de emergências no parto vaginal. MÉTODOS: Estudo prospectivo de validação de instrumento constituído por afirmativas sobre atendimento nas emergências: parto pélvico (n=23), distocia de ombros (n=20), hemorragia pós-parto (n=24), parto fórcipe (n=32) e vácuo extrator (n=5). Os participantes opinaram sobre cada item segundo escala de Likert (0=discordo plenamente, 1=discordo parcialmente, 2=indiferente, 3=concordo parcialmente e 4=concordo plenamente). O questionário foi aplicado a 12 especialistas em ginecologia e obstetrícia esperando-se encontrar nível de compreensão superior a 80%. Uma escala de cinco pontos foi empregada para avaliar a compreensão de cada questão (de 0=não entendi nada a 5=entendi perfeitamente e não tenho dúvidas). Valores acima de 4 foram considerados indicadores de compreensão suficiente. O instrumento utilizado foi especialmente elaborado para atender às especificidades demandadas. A análise da confiabilidade interna foi pelo coeficiente alfa de Cronbach. Para a validação externa foram calculadas a proporção de itens com plena compreensão, por cada grupo. Para fins de investigação, o alfa deve ser maior do que 0,7. RESULTADOS: Os participantes apresentavam média de idade de 33,3 anos, com desvio padrão (DP) de 5,0 anos, e tempo de formado médio de 5,8 anos (DP=1,3anos). Todos eram especialistas com residência médica em Ginecologia e Obstetrícia. A média da proporção de participantes que compreenderam plenamente os itens de cada emergência estudada foi: parto pélvico 97,3%, distocia de ombros 96,7%, hemorragia pós-parto 99,7%, parto fórcipe 97,4%, e vácuo extrator 98,3%. Os resultados do alfa de Cronbach, para os itens de cada emergência estudada, foram: parto pélvico 0,85, sendo o limite inferior do intervalo de confiança de 95% (IC95%) 0,72, distocia de ombros 0,74 (limite inferior do IC95%=0,51), hemorragia pós-parto 0,79 (limite inferior do IC95%=0,61), parto fórcipe 0,96 (limite inferior do IC95%=0,92), e vácuo extrator 0,90 (limite inferior do IC95%=0,79). CONCLUSÃO: O questionário validado é instrumento útil para conhecer e descrever a percepção do médico quanto à vivência e autoconfiança no atendimento de emergências na assistência ao parto vaginal. Abstract PURPOSE:To validate a questionnaire to be applied in order to learn and describe the perceptions of specialists in obstetrics and gynecology about their experience and self-confidence in the emergency care for vaginal delivery. METHODS: This was a prospective study for the validation of an instrument that contains statements about emergency obstetrical care: breech delivery (n=23), shoulder dystocia (n=20), postpartum haemorrhage (n=24), forceps delivery (n=32), and vacuum extractor (n=5). Participants gave their opinions on each item by applying the Likert scale (0=strongly disagree, 1=partially disagree, 2=indifferent, 3=partially agree and 4=strong...

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Residents provide feedback to their clinical teachers: Reflection through dialogue

Cited by 37 publications

References 24 publications

Feedback in Medical Education: A Critical Appraisal

Feedback in Medical Education: A Critical Appraisal

How does culture affect experiential training feedback in exported Canadian health professional curricula?

Validação de questionário para avaliar a vivência e autoconfiança nas emergências na assistência ao parto vaginal

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