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Only When They Seek: Exploring Supervisor and Resident Perspectives and Positions on Upward Feedback

Subha Ramani1, Rachelle C W Lee-Krueger, Amanda Roze des Ordons

  • 1Dr. Ramani: Associate Professor of Medicine, Harvard Medical School, Boston, MA, and Director, Program for Research, Innovations and Scholarship in Education, Department of Medicine, Brigham and Women's Hospital, Boston, MA. Dr. Lee-Krueger: PhD Candidate, Faculty of Education, University of Ottawa, Ottawa, Ontario, Canada. Dr. Roze des Ordons: Clinical Associate Professor, Department of Anesthesiology, Pharmacology and Therapeutics; and Divisions of Critical Care Medicine and Palliative Care, Department of Medicine; University of British Columbia, Canada. Dr. Trier: Assistant Professor, Department of Physical Medicine and Rehabilitation, Queen's University, Kingston, Ontario, Canada. Dr. Armson: Professor, Department of Family Medicine, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada. Dr. Könings: Associate Professor, Department of Educational Development & Research and Graduate School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands; and Dr. Lockyer : Professor Emerita, Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada.

The Journal of Continuing Education in the Health Professions
|February 18, 2022
PubMed
Summary

Trainees fear negative consequences when giving supervisors feedback, leading to avoidance. Emphasizing mutual growth and supervisor receptiveness can encourage upward feedback for improved medical education.

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