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Sharing perspectives on feedback: a combined resident-faculty workshop.

Bo Kim1,2, Aishwarya Rajagopalan3,4, Edward M Tabasky5

  • 1VA Boston Healthcare System, 150 South Huntington Ave., Boston, MA, 02130, USA. bo.kim@va.gov.

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Summary
This summary is machine-generated.

This study highlights the importance of joint resident-faculty feedback workshops in medical education. Such workshops improve understanding of feedback challenges and enhance mutual perspective-taking between faculty and residents.

Keywords:
Faculty developmentFeedbackLifelong learningProfessionalismResidency

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Area of Science:

  • Medical Education
  • Psychiatry Residency Training
  • Feedback Mechanisms

Background:

  • Effective feedback is crucial in medical education.
  • Focus is shifting to the faculty-trainee relationship in feedback.
  • Developed a workshop to address feedback challenges in psychiatry residency.

Purpose of the Study:

  • Enhance understanding of feedback challenges for residents and faculty.
  • Strengthen the faculty-trainee relationship.
  • Improve the feedback process in medical training.

Main Methods:

  • One-hour joint resident-faculty workshop with small group activities and discussions.
  • Focused on identifying and addressing feedback challenges.
  • Used pre- and post-workshop questionnaires with mixed-methods assessment.

Main Results:

  • High participant satisfaction with the workshop.
  • Identified key feedback considerations: specificity, timeliness, logistics, norms, and relational aspects.
  • Increased perspective-taking between faculty and residents regarding feedback.

Conclusions:

  • Pilot project examining joint workshops for mutual understanding of feedback perspectives.
  • Need for further research to identify and correct misperceptions.
  • Further investigation required on the impact of such programming on feedback processes.