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Soliciting feedback on the wards: a peer-to-peer workshop.

Bernice N Yau1, Alissa S Chen2, Allison R Ownby3

  • 1University of Texas Southwestern Medical Center, Dallas, Texas, USA.

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Summary

Medical students gained confidence in soliciting feedback after a peer-led workshop. This training improved their skills, though attitudes towards feedback importance remained unchanged.

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Area of Science:

  • Medical Education
  • Professional Skills Development

Background:

  • Soliciting feedback is crucial for medical students but often challenging.
  • Peer-led training can effectively address difficulties students face with feedback on clinical wards.

Purpose of the Study:

  • To assess the impact of a peer-led workshop on medical students' confidence and attitudes towards soliciting feedback.
  • To identify barriers and valued components of feedback training for medical students.

Main Methods:

  • A workshop on feedback skills (soliciting, receiving, responding) was developed and delivered by medical students.
  • 248 third-year medical students participated, using case scenarios and interactive discussions.
  • Pre- and post-surveys measured changes in confidence and attitudes regarding feedback.

Main Results:

  • Statistically significant increases were observed in students' likelihood to solicit feedback and their confidence in doing so.
  • Students' perception of feedback importance did not change.
  • Key barriers included time constraints, fear of negative feedback, and interpersonal dynamics; managing internal triggers was highly valued.

Conclusions:

  • Peer-to-peer workshops can effectively enhance medical students' confidence and skills in soliciting feedback.
  • Further research is needed to determine if this training translates to increased high-quality feedback acquisition and improved clinical performance.