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Can You Hear Me Now? Helping Faculty Improve Feedback Exchange for Internal Medicine Subspecialty Fellows

Authors
  • Ananthakrishnan, Sonia1
  • Eyllon, Mara2
  • Noronha, Craig3
  • 1 Assistant Professor of Medicine, Department of Medicine and Director of Student Education, Boston University School of Medicine, Boston Medical Center
  • 2 Postdoctoral Researcher, Department of Medicine, Boston University School of Medicine, Boston Medical Center
  • 3 Assistant Professor of Medicine, Department of Medicine and Associate Program Director, Boston University School of Medicine, Boston Medical Center
Type
Published Article
Journal
MedEdPORTAL : the Journal of Teaching and Learning Resources
Publisher
Association of American Medical Colleges
Publication Date
Feb 17, 2021
Volume
17
Identifiers
DOI: 10.15766/mep_2374-8265.11099
PMID: 33644304
PMCID: PMC7901254
Source
PubMed Central
Keywords
License
Green

Abstract

Introduction Feedback is an important tool that describes an individual's performance in a specific activity. Trainees at all levels grow from feedback exchanges to develop knowledge, skills, and attitudes in their specialty. However, there is a dearth of faculty development on providing advanced trainees feedback effectively. Methods We designed and delivered internal medicine subspecialty-focused 60- or 90-minute interactive workshop to train faculty to improve feedback exchange with fellows. The workshop included addressing barriers to feedback specific to fellowship, tool and skills for feedback exchange, and case-based skills practice specific to scenarios seen in each subspecialty fellowship program. We utilized surveys of faculty assessing comfort with feedback exchange with fellows before and after the workshop. Results We delivered the workshop to two separate specialty sections, gastroenterology and endocrine. Overall, faculty ( N = 14) self-reported comfort improved significantly from pretest to posttest ( p < .01). Ten participants’ comfort ratings increased, while four remained the same at posttest. The evaluation identified several common themes as important learning points including labeling feedback, setting expectations around feedback exchange, and identifying elements of high-quality feedback exchange. Discussion This workshop for faculty was designed to improve the skills, knowledge, and attitudes related to feedback exchange specifically within an internal medicine subspecialty fellowship training program. Analysis of pre- and postsurvey data demonstrated increased faculty comfort providing fellows-in-training with feedback.

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