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Deliberate practice as a framework for evaluating feedback in residency training.

Stephen Gauthier1, Rodrigo Cavalcanti, Jeannette Goguen

  • 1University of Toronto , Canada .

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Summary
This summary is machine-generated.

Written feedback for medical trainees often describes the task but lacks specific performance gaps and action plans. Improving feedback quality requires educators to better articulate expert standards and provide targeted learning strategies.

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Area of Science:

  • Medical Education
  • Expertise Development
  • Feedback Quality Assessment

Background:

  • Deliberate practice is crucial for developing expertise.
  • Written feedback is a common method for learner assessment in medical education.

Purpose of the Study:

  • To evaluate the quality of written feedback provided to medical residents.
  • To assess feedback components related to deliberate practice.

Main Methods:

  • Developed a scoring system based on deliberate practice elements.
  • Assessed 205 mini-Clinical Evaluation Exercise (mini-CEX) forms using the scoring system.
  • Identified feedback components: Task, performance gap, and action plan.

Main Results:

  • The scoring system reliably identified deliberate practice components in feedback.
  • Tasks were identified in 56% of feedback entries.
  • Specific performance gaps (3.9%) and action plans (13.7%) were infrequently mentioned.

Conclusions:

  • Written feedback frequently specifies tasks but often lacks detailed performance gaps and actionable plans.
  • Enhancing feedback by clearly defining the gap to expert standards and providing specific learning plans can improve effectiveness.