Resident identification of feedback and teaching on rounds.
Resident identification of feedback and teaching on rounds.
复制标题
DOI：
10.1080/08998280.2019.1641046
复制
发表时间：
2019-10-01
期刊：
影响因子：
--
通讯作者：
Wright, Douglas E
中科院分区：
文献类型：
--
作者：
Matthiesen, Madeleine I;Baker, Keith;Wright, Douglas E
反馈和教学定期发生在教学医院病房。虽然反馈对住院医师学习有重要意义，但住院医师经常报告说他们收到的反馈很少。临床教学中教学和反馈的显著重叠可能导致住院医师难以识别反馈。我们向全国的内科住院医师发送了一份包含七种场景的调查。其中两个场景包含教学，两个包含反馈，三个包含教学和反馈相结合。从2017年10月到2018年4月，来自17个居住项目的17%的居民（392/2346）完成了调查。参与的居民正确识别两个反馈方案的时间为89%，两个教学方案的时间为64%，所有三个结合教学和反馈方案的时间为38%。实习生不太可能比上层居民正确识别结合教学和反馈方案（P=0.005）。住院医师可能难以识别教学背景下的反馈。这种混乱可能会导致居民认为他们收到的反馈很少。
Feedback and teaching occur regularly on teaching hospital wards. Although feedback has important implications for resident learning, residents often report that they receive little feedback. The significant overlap of teaching and feedback in clinical education may contribute to resident difficulty with feedback identification. We sent a survey with seven scenarios to internal medicine residents across the country. Two of the scenarios contained teaching, two contained feedback, and three contained combined teaching and feedback. From October 2017 to April 2018, 17% of residents (392/2346) from 17 residency programs completed the survey. Participating residents correctly identified both feedback scenarios 89% of the time, both teaching scenarios 64% of the time, and all three combined teaching and feedback scenarios 38% of the time. Interns were less likely than upper-level residents to correctly identify combined teaching and feedback scenarios (P=0.005). Residents may have difficulty identifying feedback in the context of teaching. This confusion may contribute to residents' perceptions that they receive little feedback.