Medical residents and attending physicians’ perceptions of feedback and teaching in the United States: a qualitative study.
Medical residents and attending physicians’ perceptions of feedback and teaching in the United States: a qualitative study.
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DOI：
10.3352/jeehp.2022.19.9
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发表时间：
2022
影响因子：
4.4
通讯作者：
Begin, Arabella Simpkin
中科院分区：
文献类型：
--
作者：
Matthiesen, Madeleine I.;Kelly, Michael S.;Dzara, Kristina;Begin, Arabella Simpkin
住院医师和主治医师同意反馈对住院医师教育的重要性。然而，虽然教师报告提供频繁的反馈，居民往往不认为收到它，特别是在教学的背景下。鉴于反馈和教学之间的细微差别，我们的目的是探索居民和参加反馈和教学的看法在临床环境。我们对2018年12月至2019年3月在马萨诸塞州总医院的内科住院医师和主治医师进行了一项定性研究，以调查住院临床环境中的反馈看法。居民和教师被招募参加焦点小组。数据进行了分析，采用专题分析，探讨的观点和障碍，反馈提供和识别。5个焦点小组包括3个参加（n=20）和2个居民（n=13）组的33名参与者。焦点小组成绩单的主题分析确定了7个主题，分为3个主题类别：（1）解开反馈和教学，（2）提供高质量的反馈，（3）在小组设置体验反馈。住院医师和主治医师强调了区别教学反馈的重要主题。他们指出，虽然反馈是对行动或行为的反应，但教学是积极主动的，面向未来的努力。教学和反馈的关键概念之间的混淆可以通过允许它们各自产生预期的影响来最小化，无论是对先前事件的反应还是针对尚未发生的事件。
Residents and attendings agree on the importance of feedback to resident education. However, while faculty report providing frequent feedback, residents often do not perceive receiving it, particularly in the context of teaching. Given the nuanced differences between feedback and teaching, we aimed to explore resident and attending perceptions of feedback and teaching in the clinical setting. We conducted a qualitative study of internal medicine residents and attendings from December 2018 through March 2019 at the Massachusetts General Hospital to investigate perceptions of feedback in the inpatient clinical setting. Residents and faculty were recruited to participate in focus groups. Data were analyzed using thematic analysis to explore perspectives and barriers to feedback provision and identification. Five focus groups included 33 total participants in 3 attending (n=20) and 2 resident (n=13) groups. Thematic analysis of focus group transcripts identified 7 themes which organized into 3 thematic categories: (1) disentangling feedback and teaching, (2) delivering high-quality feedback, and (3) experiencing feedback in the group setting. Residents and attendings highlighted important themes in discriminating feedback from teaching. They indicated that while feedback is reactive in response to an action or behavior, teaching is proactive and oriented toward future endeavors. Confusion between the critical concepts of teaching and feedback may be minimized by allowing them to each have their intended impact, either in response to prior events or aimed toward those yet to take place.
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影响因子：
8
作者：
Balmer, Dorene F.;Tenney-Soeiro, Rebecca;Rezet, Beth
通讯作者：
Rezet, Beth
影响因子：
4.7
作者：
Ramani, Subha;Konings, Karen D.;van der Vleuten, Cees P. M.
通讯作者：
van der Vleuten, Cees P. M.
影响因子：
7.4
作者：
Hsiang-Te Tsuei, Sian;Lee, Dongho;Nimmon, Laura
通讯作者：
Nimmon, Laura
DOI：
10.1080/08998280.2019.1641046
发表时间：
2019-10-01
期刊：
Proceedings (Baylor University. Medical Center)
影响因子：
--
作者：
Matthiesen, Madeleine I;Baker, Keith;Wright, Douglas E
通讯作者：
Wright, Douglas E
影响因子：
4.6
作者：
Bing-You, Robert;Ramani, Subha;Blanco, Maria
通讯作者：
Blanco, Maria