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Updated: Jan 24, 2026
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Constructing a Shared Mental Model for Feedback Conversations: Faculty Workshop Using Video Vignettes Developed by
Alex Moroz1, Anna King2, Baruch Kim2
1Associate Professor, Department of Rehabilitation Medicine, New York University School of Medicine.
Summary
Medical educators improved their feedback skills through a workshop using video vignettes. This enhanced their ability to provide impactful feedback, ultimately benefiting patient care.
Area of Science:
- Medical Education
- Faculty Development
Background:
- Effective feedback is crucial in medical education for trainee development and patient care.
- Educators often lack sufficient skills to deliver impactful feedback.
Purpose of the Study:
- To develop a shared mental model of feedback among faculty.
- To improve faculty feedback-giving skills through a structured workshop.
Main Methods:
- Faculty participated in small-group workshops using video vignettes created by residents.
- Qualitative analysis of faculty narratives and literature review were used to define feedback dimensions.
Main Results:
- Faculty developed a shared mental model of feedback dimensions, supported by literature.
- Participants reported improved feedback-giving skills after the workshop.
- Specificity emerged as a key theme in feedback.
Conclusions:
- Faculty groups can establish a shared understanding of feedback dimensions.
- Further development of a feedback rubric is recommended for performance assessment.
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