VA Boston Healthcare System, Harvard Medical School, Boston, MA, USA.
Schulich School of Medicine & Dentistry, University of Western Ontario, London, ON, Canada.
Acad Psychiatry. 2019 Oct;43(5):507-511. doi: 10.1007/s40596-019-01071-5. Epub 2019 Jun 3.
The primary purpose of this paper is to report on psychiatry residents' perceptions of what is important when receiving feedback from evaluators.
In January 2018, as part of the Harvard South Shore Psychiatry Residency Training Program's (HSS) ongoing local quality improvement efforts to enhance the delivery and effectiveness of feedback that residents receive from faculty during training, the authors disseminated a survey to psychiatry residents (n = 31) at HSS. Residents rated the level of importance of 17 statements pertaining to the way feedback is delivered. Two open-ended prompts also allowed respondents to share examples of growth-oriented and unhelpful feedback they have received during residency.
Twenty-seven residents responded (87% response rate). Eighty-one percent rated "the evaluator models the same behavior they're encouraging" as "extremely important" when receiving feedback. Many residents also rated the following survey items as "extremely important": "confidence in the evaluator's clinical and interpersonal skills" (63.0%), "amount of time the evaluator observed the resident" (51.9%), "there is a way to fix a performance deficit" (51.8%), and "specific feedback based off the resident's work" (48.1%). Conversely, only 11.1% of residents rated the feedback sandwich as "extremely important."
Despite a small sample size, this project demonstrated that, when receiving feedback, the majority of psychiatry residents strongly value when evaluators model the targeted behavior. The feedback sandwich was least important to residents. This project underscores the importance of evaluators serving as role models in the context of feedback, and findings can be used in faculty development activities focused on feedback delivery best practices.
本文的主要目的是报告精神科住院医师对评估者反馈时的重要性的看法。
2018 年 1 月，作为哈佛南岸精神病学住院医师培训计划（HSS）正在进行的当地质量改进工作的一部分，旨在提高住院医师在培训期间从教职员工那里获得的反馈的交付和效果，作者向 HSS 的精神科住院医师（n=31）分发了一项调查。住院医师对与反馈方式相关的 17 项陈述的重要性进行了评分。两个开放式提示还允许受访者分享他们在住院期间收到的以成长为导向和无益的反馈的例子。
27 名住院医师（87%的回应率）做出了回应。81%的人在收到反馈时将“评估者模范他们所鼓励的相同行为”评为“非常重要”。许多住院医师还将以下调查项目评为“非常重要”：“评估者的临床和人际交往技能的信心”（63.0%）、“评估者观察住院医师的时间量”（51.9%）、“有办法纠正绩效缺陷”（51.8%）和“根据住院医师的工作提供具体反馈”（48.1%）。相反，只有 11.1%的住院医师将反馈三明治评为“非常重要”。
尽管样本量较小，但该项目表明，在收到反馈时，大多数精神科住院医师强烈重视评估者在反馈时模范目标行为。反馈三明治对住院医师来说是最不重要的。该项目强调了评估者在反馈背景下充当榜样的重要性，调查结果可用于以反馈传递最佳实践为重点的教师发展活动。
