Dr. Davila-Cervantes: Senior Program Officer, Office of Lifelong Learning, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, AB, Canada. Dr. Foulds: Assistant Program Director, General Pediatrics Residency Program, Assistant Professor, Division of Pediatric Hospital Medicine, Department of Pediatrics, University of Alberta, Edmonton, AB, Canada. Dr. Gomaa: Associate Clinical Professor and Director of Quality Improvement, Division of Otolaryngology- Head and Neck Surgery, Department of Surgery, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, AB, Canada. Dr. Rashid: Educational Qualitative Researcher, Department of Pediatrics, University of Alberta, Edmonton, AB, Canada.
J Contin Educ Health Prof. 2021 Jan 1;41(1):24-30. doi: 10.1097/CEH.0000000000000322.
Imperative to medical training is the observation and provision of feedback. In this era of competency-based medical education, feedback is one of the core components of this new model. A better understanding of the medical faculty's attitudes and experiences when providing feedback is essential. Currently, there are limited qualitative studies that have explored attitudes and experiences of faculty members when giving corrective feedback to medical trainees.
To allow an in-depth exploration of this phenomenon, a hermeneutics phenomenology approach was used, by conducting semistructured interviews with 10 faculty members representing six disciplines and used thematic analysis to create data-driven codes and identify key themes through an iterative consensus-building process.
Four themes were identified by the authors: (1) Elements of effective feedback, (2) Faculty members' perception of giving corrective feedback, (3) Challenges as it relates to the assessment culture of the institution, and (4) Providing effective corrective feedback as a mutual process focused on relationship building between learners and preceptors.
By exploring faculty members' perceptions of providing perceived corrective feedback, we identified actionable recommendations based on the study participants' experiences, expectations, and challenges which could be addressed involving future faculty development with the focus on modifying concepts of feedback and institutional changes that will promote an attitudinal and a cultural shift.
观察和提供反馈是医学培训的必要条件。在这个以能力为基础的医学教育时代，反馈是新模式的核心要素之一。更好地了解医学教师在提供反馈时的态度和经验至关重要。目前，只有有限的定性研究探索了教师在向医学学员提供纠正性反馈时的态度和经验。
为了深入探讨这一现象，研究人员采用解释学现象学方法，对来自六个学科的 10 名教师进行了半结构化访谈，并使用主题分析通过迭代共识建立过程创建数据驱动的代码和识别关键主题。
研究人员确定了四个主题：（1）有效反馈的要素；（2）教师对提供纠正性反馈的看法；（3）与机构评估文化有关的挑战；（4）提供有效的纠正反馈是一个关注学习者和导师之间关系建立的共同过程。
通过探讨教师对提供所谓纠正性反馈的看法，我们根据研究参与者的经验、期望和挑战确定了可采取的建议，这些建议可以通过未来的教师发展来解决，重点是修改反馈的概念和促进态度和文化转变的机构变革。
