Enhancing Faculty Development Through Compiled Verbal Feedback on Clinical Teaching From Trainees.

Area of Science:

• Medical Education
• Faculty Development
• Rheumatology Training

Background:

• Fellows-in-training (FITs) feedback is crucial for faculty development and enhancing clinical teaching.
• Traditional online evaluations often yield unfavorable or neutral feedback.
• Assessing the effectiveness of different feedback mechanisms is essential.

Purpose of the Study:

• To evaluate the effectiveness of traditional online evaluations versus a novel compiled verbal feedback mechanism.
• To compare faculty and FIT perceptions of feedback quality, specificity, and actionability.
• To assess concerns regarding confidentiality and future faculty interactions with each feedback method.

Main Methods:

• Implementation of an annual feedback system in a rheumatology division.
• FITs provided compiled, deidentified verbal feedback to a facilitator.
• Standard online evaluations and surveys on perceived effectiveness and confidentiality were administered to FITs and faculty.

Main Results:

• Faculty reported significantly more favorable responses for compiled verbal feedback regarding strengths, specificity, and actionability compared to online evaluations.
• All FITs found the compiled verbal feedback favorable in quality.
• FITs expressed concerns about confidentiality with both methods but less concern for future interactions with compiled verbal feedback.

Conclusions:

• Compiled verbal feedback from FITs is more actionable and effective for faculty development than traditional online evaluations.
• This method appears to reduce concerns about future faculty interactions.
• Further multi-institutional studies are recommended to validate this feedback approach.