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Effects of feedback01:24

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Feedback in control systems plays a critical role in shaping various operational parameters, extending beyond simple error reduction to influence stability, bandwidth, gain, impedance, and sensitivity. Understanding these effects requires examining a basic feedback system characterized by defined input, output, error, and feedback signals.
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Effectiveness of a Faculty Development Course on Delivering Learner-Centered Feedback Utilizing the Flipped Training

Brandy Church1, William D Corser1, Angela Harrison1

  • 1Michigan State University Statewide Campus System, College of Osteopathic Medicine, East Lansing, MI 48824.

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|March 3, 2021
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A flipped training model improved faculty satisfaction and confidence in providing feedback to residents. This blended learning approach shows promise for graduate medical education (GME) faculty development.

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faculty resident supervisionflipped training modelresident feedback

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Area of Science:

  • Medical Education
  • Adult Learning Strategies
  • Blended Learning Models

Background:

  • Effective feedback is crucial for resident clinical skill acquisition and adult learning.
  • Faculty-resident feedback discussions promote resident self-assessment and motivation.
  • The flipped training model, a blended learning approach, is increasingly adopted in graduate medical education (GME).

Purpose of the Study:

  • To explore the impact of a faculty feedback flipped training model on community-based faculty learners.
  • To assess changes in faculty satisfaction and comfort levels in supervising residents post-training.

Main Methods:

  • An exploratory pilot study involving a convenience sample of 17 community-based faculty.
  • A pre- and post-course survey was administered to assess feedback satisfaction and comfort.
  • The study received campus Institutional Review Board (IRB) approval.

Main Results:

  • Five of 13 survey items showed statistically significant increases from pre-course to post-course levels.
  • Qualitative feedback from faculty predominantly offered positive evaluations of the flipped training model.
  • The intervention demonstrated a positive trend in faculty satisfaction and comfort.

Conclusions:

  • The flipped GME faculty feedback skills training model shows potential for enhancing faculty satisfaction and confidence.
  • Further rigorous examination with larger samples is needed to optimize flipped training models for diverse GME faculty.
  • Identifying effective curricular activities within flipped models is essential for widespread GME program improvement.