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Related Concept Videos

Feedback Loops01:01

Feedback Loops

In most cases, excessive hormone production is prevented by negative feedback—a loop that starts with a stimulus inducing the release of a particular substance, like a hormone, to maintain a certain level before triggering a signal that results in a decrease in further release of the hormone.
Feedback Inhibition00:46

Feedback Inhibition

Biochemical reactions are occurring constantly in cells, converting starting substances to different products, usually with the help of enzymes that speed the reactions. Without enzymes, it would take far too long for most reactions to occur to be useful to the cell!
Negative and Positive Feedback01:18

Negative and Positive Feedback

Animal organs and organ systems constantly adjust to internal and external changes through a process called homeostasis ("steady state"). Examples of these changes include regulation of the level of glucose or calcium in the blood or internal responses to external temperatures. Homeostasis requires  maintaining an internal dynamic equilibrium:
Barriers to Effective Communication II01:21

Barriers to Effective Communication II

The barriers to effective communication also include cultural barriers, semantic barriers, gender barriers, and time constraints.
Cultural barriers:
Differences in values, beliefs, religion, knowledge, and tradition can significantly impact communication. Awareness of nonverbal cues is critical, especially when conversing with a patient from a different culture. What appears appropriate in one culture may be inappropriate in another.
Semantic barriers:
As a result of their tendency to use...
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...
Obedience01:08

Obedience

According to obedience research, we may harm others under the forceful pressures of an authority figure (Milgram, 1974). How about if the inappropriate orders were delivered with less force? The increasing interdependence between nurses and physicians compelled Hofling and his colleagues to explore nurses’ reactions to a potentially harmful medical request made by the perceived authority figure, the doctor (Hofling, Brotzman, Dalrymple, Graves, & Pierce, 1966). In this situation, obedience...

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Related Experiment Video

Updated: May 22, 2026

Utilizing a 3D Printed Laparoscopic Nissen Fundoplication Model to Shorten a Resident's Learning Curve
08:21

Utilizing a 3D Printed Laparoscopic Nissen Fundoplication Model to Shorten a Resident's Learning Curve

Published on: August 15, 2025

Educational feedback in the operating room: a gap between resident and faculty perceptions.

Aaron R Jensen1, Andrew S Wright, Sara Kim

  • 1Institute for Simulation and Interprofessional Studies and Division of Surgical Education, Department of Surgery, University of Washington School of Medicine, Seattle, WA, USA.

American Journal of Surgery
|April 28, 2012
PubMed
Summary

Resident and faculty perceptions of postoperative feedback differ significantly. Faculty believe they provide adequate feedback, but residents report lower satisfaction with its timing, amount, and specificity in surgical education.

Related Experiment Videos

Last Updated: May 22, 2026

Utilizing a 3D Printed Laparoscopic Nissen Fundoplication Model to Shorten a Resident's Learning Curve
08:21

Utilizing a 3D Printed Laparoscopic Nissen Fundoplication Model to Shorten a Resident's Learning Curve

Published on: August 15, 2025

Area of Science:

  • Medical Education
  • Surgical Training
  • Resident Education

Background:

  • Effective postoperative feedback is crucial for surgical resident development.
  • Understanding both resident and faculty perspectives on feedback is essential for improving training.

Purpose of the Study:

  • To evaluate and compare resident and faculty perceptions of postoperative feedback.
  • To identify discrepancies in the understanding and delivery of feedback in surgical residency.

Main Methods:

  • Anonymous surveys administered to surgical residents and faculty.
  • Inquiry into feedback timing, quantity, quality, and satisfaction.
  • Assessment of feedback importance and frequency across seven surgical competencies.

Main Results:

  • Residents reported significantly lower satisfaction with feedback timing, amount, and specificity compared to faculty.
  • No significant differences were found in the perceived importance of feedback across surgical competencies.
  • Faculty reported higher frequency of feedback delivery across all competencies than residents perceived.

Conclusions:

  • Significant disparities exist between resident and faculty views on postoperative feedback.
  • Faculty perceive their feedback delivery as adequate, a perception not shared by residents.
  • Addressing these differing perceptions is key to enhancing surgical training and resident education.