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 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.