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Faculty Self-Evaluation of Experiences with Delivering Feedback to Trainees Across Academic Ranks
Samar McCutcheon1, Anne-Marie Duchemin1
1The Ohio State University College of Medicine, Columbus, OH USA.
Background:
The ability to provide feedback is a developable faculty skill; however, it is unclear how academic rank impacts experiences with feedback delivery.
Methods:
A survey was distributed to 1258 physicians of all academic ranks at a large academic medical center. Questions explored the respondent's feedback delivery beliefs and barriers.
Results:
In total, 96% of respondents agreed feedback is important to resident education. Higher academic rank correlated with increased comfort with feedback delivery, and 89% of respondents experienced at least 1 barrier to feedback delivery.
Conclusion:
Feedback experiences vary across academic ranks, with full professors being more comfortable with feedback delivery and less likely to experience barriers.
Supplementary Information:
The online version contains supplementary material available at 10.1007/s40670-020-01196-5.
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