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Feedback practices in dermatology residency programs: building a culture for millennials
Jordan V Wang1, Mackenzie O'Connor1, Kathleen McGuinn1
1Department of Dermatology and Cutaneous Biology, Sidney Kimmel Medical College at Thomas Jefferson University, Philadelphia, PA, USA.
Clinics in Dermatology
|June 11, 2019
Summary
Dermatology residents, often millennials, desire more frequent, informal feedback than current practices provide. Training programs and a positive feedback culture are crucial for improving residency education.
Area of Science:
- Medical Education
- Dermatology Training
- Workplace Feedback
Background:
- Millennials in the workplace increasingly prefer frequent, detailed feedback.
- Dermatology residents largely fall within the millennial demographic.
- Existing feedback practices in residency may not align with resident preferences.
Purpose of the Study:
- To investigate dermatology residents' preferences for feedback.
- To compare resident feedback preferences with current residency program practices.
- To identify barriers to effective feedback and explore potential solutions.
Main Methods:
- Survey or interview-based study design.
- Inclusion of dermatology residents and program directors.
- Analysis of feedback frequency, format (informal vs. formal), and perceived barriers.
Main Results:
- Residents expressed a strong preference for more frequent, informal feedback.
- A significant gap exists between resident desires and current feedback delivery by program directors.
- Residents indicated a need for formal training in giving and receiving feedback.
Conclusions:
- Residency programs should adapt feedback strategies to include more frequent, informal methods.
- Implementing formal feedback training can address barriers and enhance feedback quality.
- Fostering an open, positive feedback culture is essential for effective dermatology residency training.
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