Faculty Self-Evaluation of Experiences with Delivering Feedback to Trainees Across Academic Ranks

BACKGROUND: The ability to provide feedback is a developable faculty skill; however, it is unclear how academic rank impacts experiences with feedback delivery. METHODS: A survey was distributed to 1258 physicians of all academic ranks at a large academic medical center. Questions explored the respo...

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Detalles Bibliográficos
Autores principales: McCutcheon, Samar, Duchemin, Anne-Marie
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2021
Materias:
Short Communication
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7787874/
https://www.ncbi.nlm.nih.gov/pubmed/33432276
http://dx.doi.org/10.1007/s40670-020-01196-5
Descripción
Sumario:BACKGROUND: The ability to provide feedback is a developable faculty skill; however, it is unclear how academic rank impacts experiences with feedback delivery. METHODS: A survey was distributed to 1258 physicians of all academic ranks at a large academic medical center. Questions explored the respondent’s feedback delivery beliefs and barriers. RESULTS: In total, 96% of respondents agreed feedback is important to resident education. Higher academic rank correlated with increased comfort with feedback delivery, and 89% of respondents experienced at least 1 barrier to feedback delivery. CONCLUSION: Feedback experiences vary across academic ranks, with full professors being more comfortable with feedback delivery and less likely to experience barriers. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s40670-020-01196-5.

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