Sharing perspectives on feedback: a combined resident-faculty workshop

Abstract

Background Feedback is essential to medical education. Although the need for effective feedback delivery is well known, more recent focus is on understanding and strengthening the faculty-trainee relationship within which the feedback process is carried out. The authors developed and implemented a combined resident-faculty feedback workshop within a psychiatry residency training program to enhance participants’ understanding of challenges residents and faculty experience with the feedback process. Methods The one-hour workshop consisted of small group activities and large group discussions, focused on (i) feedback challenges for both residents and faculty and (ii) potential ways to address identified challenges. Participants completed pre-and post-workshop questionnaires to rate their level of understanding of, and answer open-ended questions regarding, feedback challenges. Mixed-methods assessment of questionnaire responses examined quantitative rating changes from pre- to post-workshop, as well as emergent qualitative themes from the open-ended responses. Results From a pool of 30 workshop participants, 26 completed each of the pre- and post-workshop questionnaires. Overall, participants were satisfied with the programming. Important considerations for the feedback process were (i) specific/constructive/timely feedback, (ii) meeting logistical/administrative feedback requirements, (iii) setting norms/expectations of effective/routine feedback, and (iv) relational/emotional considerations surrounding feedback. It appeared both faculty and residents were able to increase perspective taking about how the other group perceived the feedback process. Conclusions This pilot project is one of the first to examine a joint resident-faculty workshop focused on understanding how faculty and residents can interact to better understand each other’s perspective on the feedback process. Further work in this area is needed to identify common misperceptions and design programming to help correct them. Further research is also needed to examine the impact of such programming on the feedback process.

Using a 3-Phase Peer Feedback to Enhance Nursing Students' Reflective Abilities, Clinical Competencies, Feedback Practices, and Sense of Empowerment

“…Providing quality and timely FF is challenging in higher education because of numerous factors, including heavy teaching workloads, increased student populations, and insufficient time to observe and provide feedback. 26,27 Surprisingly, PVIF did not exhibit better reflective outcomes than PVEF or FF, which is inconsistent with prior research indicating that video review in feedback or debriefing enhances reflection. 17 Nevertheless, our findings are supported by a recent study in which video review was found to be beneficial for learning, but in which video itself did not ensure success; in this case, sufficient instructional effort is required from the tutor to redirect students' focus to critical aspects for improvement.…”

“…In contrast, increase in reflective abilities did not reach statistical significance in the FF group, which could be due to limited feedback time, as 1 faculty tutor had to evaluate performances and provided feedback for a class of 10 students. Providing quality and timely FF is challenging in higher education because of numerous factors, including heavy teaching workloads, increased student populations, and insufficient time to observe and provide feedback 26,27…”

Addressing unprofessional behaviors in the clinical learning environment: lessons from a multi-year virtual, intergenerational, interdisciplinary workshop

“…Often, interventions to improve the CLE are designed for either learners or faculty [ 8 ]; by contrast, our intervention intentionally included students, housestaff and faculty across a variety of medical and surgical disciplines, thus promoting discussion across educational hierarchies and contexts. Involving both learners and faculty has proven successful in other initiatives, such as improving feedback [ 9 ] and inclusion [ 10 ].…”

A Qualitative Textual Analysis of Feedback Comments in ePortfolios: Quality and Alignment with the CanMEDS Roles

“…The paucity of specific feedback comments is a well-known phenomenon in healthcare education [14,23,31,32] and raises concerns about feedback providers' readiness and skills to provide feedback. While acknowledging their responsibility to provide students with high-quality feedback to foster competency development and performance improvement, feedback providers in healthcare education face considerable challenges in meeting this demand [33,34]. The provision of high-quality feedback necessitates a diverse skill set among feedback providers [17].…”