Zehra Tabassum, Tariq Muhammad, Ali Syeda Kauser, Motiwala Afaq, Boulet John
Department of Medicine, Aga Khan University Medical College, Karachi, Pakistan.
Department for Educational Development, Aga Khan University Medical College, Karachi, Pakistan.
J Pak Med Assoc. 2015 Oct;65(10):1069-74.
To explore faculty's perceptions of challenges in providing verbal feedback to the Residents and suggest ways to overcome the barriers.
As part of a larger study on feedback assessment, five focus group discussions were conducted at the Department of Medicine, Aga Khan University Hospital, Karachi, during faculty development workshops held from January to June 2010. Qualitative grounded theory was used to explore faculty perceptions of challenges in providing verbal feedback to the Residents.
Of the 54 faculty members, 49(91%) participated. Four themes that emerged were 'time constraint' indicating high patient load; 'faculty related issues' indicating faculty's apprehension about its own evaluation by Residents; 'educational issues' indicating that the importance of feedback was not emphasised; and 'system and logistic issues' indicating that the assessment form used for assessing Residents was ambiguous.
Work load of the faculty and the expectations with respect to patient care responsibilities may have an impact on the quality, timing, content and delivery of the feedback provided to the Residents.
探讨教师对向住院医师提供口头反馈时所面临挑战的看法，并提出克服障碍的方法。
作为一项关于反馈评估的大型研究的一部分，2010年1月至6月在卡拉奇阿迦汗大学医院医学部举办的教师发展研讨会上进行了五次焦点小组讨论。采用定性扎根理论来探究教师对向住院医师提供口头反馈时所面临挑战的看法。
54名教师中，49名（91%）参与了讨论。出现的四个主题分别是：“时间限制”，表明患者负荷高；“教师相关问题”，表明教师担心住院医师对自己的评价；“教育问题”，表明未强调反馈的重要性；以及“系统和后勤问题”，表明用于评估住院医师的评估表不明确。
教师的工作量以及对患者护理责任的期望可能会影响向住院医师提供反馈的质量、时机、内容和方式。
