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A qualitative exploration: questioning multisource feedback in residency education.

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  • 1Department of Paediatrics, The University of Toronto, Toronto, ON, Canada.

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|July 26, 2018
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Summary

Multisource feedback (MSF) shows promise for physician assessment, but barriers like unclear roles and hospital culture hinder its effectiveness. Addressing these factors is crucial for successful MSF program implementation in postgraduate medical education.

Keywords:
360 degree evaluationsInterprofessionalismMedical educationMultisource feedback

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Area of Science:

  • Medical Education
  • Healthcare Professional Development
  • Physician Assessment

Background:

  • Multisource feedback (MSF) collects input from diverse assessors, including allied healthcare professionals (AHCPs), for physician evaluation.
  • While theoretically offering a comprehensive view of performance, MSF's consistent impact on physician behavior is debated.
  • Understanding perceptions and prerequisites is key to optimizing MSF in postgraduate training.

Purpose of the Study:

  • To explore pediatric residents' and AHCPs' perceptions of effective multisource feedback (MSF) programs.
  • To identify prerequisites for successful MSF implementation in postgraduate medical education.

Main Methods:

  • Exploratory study conducted in a pediatric inpatient unit before MSF program implementation.
  • Focus groups held with junior residents, senior residents, and AHCPs.
  • Thematic analysis of audio-recorded and transcribed discussions.

Main Results:

  • Strong interest in MSF concept from both residents and AHCPs.
  • Identified barriers include role clarity, perceived expertise, hospital culture, and power dynamics.
  • All participants desired opportunities for bi-directional feedback.

Conclusions:

  • Barriers and prerequisites identified suggest limitations to MSF efficacy.
  • Consideration of these factors is recommended for designing and implementing effective MSF programs.