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Exploring Faculty Approaches to Feedback in the Simulated Setting: Are They Evidence Informed?

Amanda Lee Roze des Ordons1, Adam Cheng, Jonathan E Gaudet

  • 1From the Department of Critical Care Medicine (A.L.R., J.E.G.), Division of Palliative Medicine, Department of Oncology (A.L.R.), Department of Anesthesiology (A.L.R.), Department of Pediatrics (A.C.), and Department of Emergency Medicine (A.C.), Cumming School of Medicine, University of Calgary, Calgary, AB; Department of Medicine (J.D.), Divisions of Critical Care Medicine and Palliative Care, University Health Network, University of Toronto, Toronto, ON; and Department of Community Health Sciences (J.M.L.), Cumming School of Medicine, University of Calgary, Calgary, AB, Canada.

Simulation in Healthcare : Journal of the Society for Simulation in Healthcare
|January 31, 2018
PubMed
Summary
This summary is machine-generated.

Faculty feedback skills vary. Simulated feedback sessions can help educators improve their clinical education techniques, aligning with evidence-based guidelines for better resident development.

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Area of Science:

  • Medical Education
  • Clinical Skills Assessment

Background:

  • Effective feedback is crucial for learning in clinical education and simulated experiences.
  • Faculty often face challenges in applying evidence-based feedback guidelines.
  • Understanding faculty approaches to feedback is essential for improving educational practices.

Purpose of the Study:

  • To explore how faculty approach feedback delivery.
  • To examine the alignment of faculty feedback behaviors with evidence-informed recommendations.
  • To identify areas for faculty development in providing feedback.

Main Methods:

  • Qualitative analysis of video-recorded feedback simulations and debriefings.
  • Template analysis used to examine faculty approaches against evidence-based recommendations.
  • Involved 18 faculty preceptors and 11 facilitators in simulated feedback encounters.

Main Results:

  • Significant variability observed in faculty feedback approaches compared to recommended practices.
  • Aligned behaviors included conversational style, tailored feedback, specific examples, and collaborative planning.
  • Misaligned behaviors included prioritizing tasks over relationships, inflexibility, and vague improvement plans.

Conclusions:

  • Faculty exhibit diverse feedback skills, with notable variations from recommended practices.
  • Simulated feedback offers a safe, controlled environment for faculty skill enhancement.
  • Developing these skills is vital for resident progress in competency-based medical education.