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Physician characteristics associated with proficiency in feedback skills
Elizabeth P Menachery1, Amy M Knight, Ken Kolodner
1Department of Medicine, Bayview Medical Center, Johns Hopkins University School of Medicine, Baltimore, MD, USA. emenache@jhmi.edu
Journal of General Internal Medicine
|May 18, 2006
Summary
Physician teachers proficient in feedback often address learner emotions, manage conflict, and set clear goals. Promoting these behaviors can enhance medical education feedback quality.
Area of Science:
- Medical Education
- Physician Training
- Clinical Competence
Background:
- High-quality feedback is crucial for medical learners' clinical competence and professional development.
- Reliable feedback facilitates skill acquisition and growth in medical trainees.
- Identifying physician teachers' characteristics associated with effective feedback is essential.
Purpose of the Study:
- To identify specific characteristics of physician teachers that correlate with high proficiency in providing feedback.
- To understand the factors contributing to effective feedback delivery in medical education.
Main Methods:
- A survey was administered to 363 physicians in July 2002.
- Factor analysis developed a composite "feedback scale" from survey responses.
- Logistic regression identified faculty characteristics independently associated with high feedback scores.
Main Results:
- Six faculty characteristics were significantly associated with high feedback scores.
- These include addressing learner emotions, conflict management, and collaborative goal setting.
- Other factors include reviewing professional goals and encouraging learner autonomy.
Conclusions:
- Faculty development programs should promote identified teaching behaviors to improve feedback quality.
- Enhancing feedback proficiency requires fostering specific teacher characteristics beyond basic skills training.
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