VA Boston Healthcare System, 150 South Huntington Ave., Boston, MA, 02130, USA.
Harvard Medical School, 25 Shattuck St., Boston, MA, 02115, USA.
BMC Med Educ. 2022 Mar 22;22(1):197. doi: 10.1186/s12909-022-03253-6.
Feedback is essential to medical education. Although the need for effective feedback delivery is well known, more recent focus is on understanding and strengthening the faculty-trainee relationship within which the feedback process is carried out. The authors developed and implemented a combined resident-faculty feedback workshop within a psychiatry residency training program to enhance participants' understanding of challenges residents and faculty experience with the feedback process.
The one-hour workshop consisted of small group activities and large group discussions, focused on (i) feedback challenges for both residents and faculty and (ii) potential ways to address identified challenges. Participants completed pre-and post-workshop questionnaires to rate their level of understanding of, and answer open-ended questions regarding, feedback challenges. Mixed-methods assessment of questionnaire responses examined quantitative rating changes from pre- to post-workshop, as well as emergent qualitative themes from the open-ended responses.
From a pool of 30 workshop participants, 26 completed each of the pre- and post-workshop questionnaires. Overall, participants were satisfied with the programming. Important considerations for the feedback process were (i) specific/constructive/timely feedback, (ii) meeting logistical/administrative feedback requirements, (iii) setting norms/expectations of effective/routine feedback, and (iv) relational/emotional considerations surrounding feedback. It appeared both faculty and residents were able to increase perspective taking about how the other group perceived the feedback process.
This pilot project is one of the first to examine a joint resident-faculty workshop focused on understanding how faculty and residents can interact to better understand each other's perspective on the feedback process. Further work in this area is needed to identify common misperceptions and design programming to help correct them. Further research is also needed to examine the impact of such programming on the feedback process.
反馈对于医学教育至关重要。尽管人们已经认识到有效提供反馈的必要性，但最近的重点是理解和加强教员-学员关系，因为反馈过程是在这种关系中进行的。作者在精神病学住院医师培训计划中开发并实施了一项联合住院医师-教员反馈研讨会，以增强参与者对住院医师和教员在反馈过程中所面临挑战的理解。
该 1 小时的研讨会包括小组活动和大组讨论，重点关注（i）住院医师和教员面临的反馈挑战，以及（ii）解决已确定挑战的潜在方法。参与者在研讨会前后完成了问卷，以评估他们对反馈挑战的理解程度，并回答有关反馈挑战的开放式问题。对问卷回答的混合方法评估考察了从研讨会前到研讨会后的定量评分变化，以及开放式回答中出现的定性主题。
在 30 名研讨会参与者中，有 26 名参与者完成了每次研讨会前后的问卷。总体而言，参与者对课程设计感到满意。反馈过程的重要考虑因素包括（i）具体的、建设性的、及时的反馈，（ii）满足后勤/行政反馈要求，（iii）设定有效/常规反馈的规范/期望，以及（iv）围绕反馈的关系/情感考虑。似乎教员和住院医师都能够增加对彼此如何看待反馈过程的换位思考。
该试点项目是首批研究重点关注教员和住院医师如何互动以更好地理解彼此对反馈过程的看法的联合住院医师-教员研讨会之一。需要在这一领域进行进一步的工作，以确定常见的误解并设计计划以帮助纠正这些误解。还需要进一步研究这种计划对反馈过程的影响。
