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Can You Hear Me Now? Helping Faculty Improve Feedback Exchange for Internal Medicine Subspecialty Fellows

INTRODUCTION: Feedback is an important tool that describes an individual's performance in a specific activity. Trainees at all levels grow from feedback exchanges to develop knowledge, skills, and attitudes in their specialty. However, there is a dearth of faculty development on providing advan...

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Detalles Bibliográficos
Autores principales: Ananthakrishnan, Sonia, Eyllon, Mara, Noronha, Craig
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Association of American Medical Colleges 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7901254/
https://www.ncbi.nlm.nih.gov/pubmed/33644304
http://dx.doi.org/10.15766/mep_2374-8265.11099
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author Ananthakrishnan, Sonia
Eyllon, Mara
Noronha, Craig
author_facet Ananthakrishnan, Sonia
Eyllon, Mara
Noronha, Craig
author_sort Ananthakrishnan, Sonia
collection PubMed
description INTRODUCTION: Feedback is an important tool that describes an individual's performance in a specific activity. Trainees at all levels grow from feedback exchanges to develop knowledge, skills, and attitudes in their specialty. However, there is a dearth of faculty development on providing advanced trainees feedback effectively. METHODS: We designed and delivered internal medicine subspecialty-focused 60- or 90-minute interactive workshop to train faculty to improve feedback exchange with fellows. The workshop included addressing barriers to feedback specific to fellowship, tool and skills for feedback exchange, and case-based skills practice specific to scenarios seen in each subspecialty fellowship program. We utilized surveys of faculty assessing comfort with feedback exchange with fellows before and after the workshop. RESULTS: We delivered the workshop to two separate specialty sections, gastroenterology and endocrine. Overall, faculty (N = 14) self-reported comfort improved significantly from pretest to posttest (p < .01). Ten participants’ comfort ratings increased, while four remained the same at posttest. The evaluation identified several common themes as important learning points including labeling feedback, setting expectations around feedback exchange, and identifying elements of high-quality feedback exchange. DISCUSSION: This workshop for faculty was designed to improve the skills, knowledge, and attitudes related to feedback exchange specifically within an internal medicine subspecialty fellowship training program. Analysis of pre- and postsurvey data demonstrated increased faculty comfort providing fellows-in-training with feedback.
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spelling pubmed-79012542021-02-26 Can You Hear Me Now? Helping Faculty Improve Feedback Exchange for Internal Medicine Subspecialty Fellows Ananthakrishnan, Sonia Eyllon, Mara Noronha, Craig MedEdPORTAL Original Publication INTRODUCTION: Feedback is an important tool that describes an individual's performance in a specific activity. Trainees at all levels grow from feedback exchanges to develop knowledge, skills, and attitudes in their specialty. However, there is a dearth of faculty development on providing advanced trainees feedback effectively. METHODS: We designed and delivered internal medicine subspecialty-focused 60- or 90-minute interactive workshop to train faculty to improve feedback exchange with fellows. The workshop included addressing barriers to feedback specific to fellowship, tool and skills for feedback exchange, and case-based skills practice specific to scenarios seen in each subspecialty fellowship program. We utilized surveys of faculty assessing comfort with feedback exchange with fellows before and after the workshop. RESULTS: We delivered the workshop to two separate specialty sections, gastroenterology and endocrine. Overall, faculty (N = 14) self-reported comfort improved significantly from pretest to posttest (p < .01). Ten participants’ comfort ratings increased, while four remained the same at posttest. The evaluation identified several common themes as important learning points including labeling feedback, setting expectations around feedback exchange, and identifying elements of high-quality feedback exchange. DISCUSSION: This workshop for faculty was designed to improve the skills, knowledge, and attitudes related to feedback exchange specifically within an internal medicine subspecialty fellowship training program. Analysis of pre- and postsurvey data demonstrated increased faculty comfort providing fellows-in-training with feedback. Association of American Medical Colleges 2021-02-17 /pmc/articles/PMC7901254/ /pubmed/33644304 http://dx.doi.org/10.15766/mep_2374-8265.11099 Text en © 2021 Ananthakrishnan et al. https://creativecommons.org/licenses/by/4.0/ This is an open-access publication distributed under the terms of the Creative Commons Attribution (https://creativecommons.org/licenses/by/4.0/) license.
spellingShingle Original Publication
Ananthakrishnan, Sonia
Eyllon, Mara
Noronha, Craig
Can You Hear Me Now? Helping Faculty Improve Feedback Exchange for Internal Medicine Subspecialty Fellows
title Can You Hear Me Now? Helping Faculty Improve Feedback Exchange for Internal Medicine Subspecialty Fellows
title_full Can You Hear Me Now? Helping Faculty Improve Feedback Exchange for Internal Medicine Subspecialty Fellows
title_fullStr Can You Hear Me Now? Helping Faculty Improve Feedback Exchange for Internal Medicine Subspecialty Fellows
title_full_unstemmed Can You Hear Me Now? Helping Faculty Improve Feedback Exchange for Internal Medicine Subspecialty Fellows
title_short Can You Hear Me Now? Helping Faculty Improve Feedback Exchange for Internal Medicine Subspecialty Fellows
title_sort can you hear me now? helping faculty improve feedback exchange for internal medicine subspecialty fellows
topic Original Publication
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7901254/
https://www.ncbi.nlm.nih.gov/pubmed/33644304
http://dx.doi.org/10.15766/mep_2374-8265.11099
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