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.