What Feedback Content Do Clinical Teachers Address During OSTEs?
Robin Lüchinger1, Matteo Coen1,2, Anne-Claire Bréchet Bachmann2
1Unit of Research and Development in Medical Education, Faculty of Medicine, University of Geneva, Geneva, Switzerland.
Advances in Medical Education and Practice
|December 13, 2023
Summary
Clinical teachers predominantly provide negative, task-specific feedback. There
Area of Science:
- Medical Education
- Faculty Development
- Clinical Teaching
Background:
- Effective feedback is crucial for resident development in clinical settings.
- Faculty development programs often include objective structured teaching sessions (OSTEs) to train clinical teachers in providing feedback.
- Assessing the content and alignment of feedback is essential for optimizing teaching effectiveness.
Purpose of the Study:
- To analyze the content of feedback provided by clinical teachers during OSTEs.
- To evaluate the impact of training, medical discipline, and task type on feedback content.
- To assess the alignment between expert-identified essential feedback content and the content delivered by clinical teachers.
Main Methods:
- A multimethod study involving 89 clinical teachers from five departments.
- Teachers participated in a six-month feedback training program and completed OSTEs before and after training.
- Feedback content was analyzed descriptively, with ANOVA used to assess influencing factors; alignment with expert-identified content was calculated.
Main Results:
- 317 feedback sessions revealed predominantly targeted (73%) and negative (73%) feedback.
- Training phase did not significantly influence feedback content; task and specialization had minor effects.
- Alignment between expert-identified essential content and teacher-provided feedback was low (3-38%).
Conclusions:
- Clinical teachers primarily deliver negative, task-focused feedback.
- A significant discrepancy exists between essential feedback content identified by experts and that provided by teachers.
- Feedback content may reflect teacher preferences over resident needs, necessitating further investigation into improving feedback alignment.
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