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

Guy Katz1, Eli M Miloslavsky1, Ana D Fernandes1

  • 1Massachusetts General Hospital, Boston.

ACR Open Rheumatology
|December 29, 2023
PubMed
Summary
This summary is machine-generated.

Compiled verbal feedback from fellows-in-training (FITs) offers more actionable insights for faculty development than traditional online evaluations. This method enhances teaching quality and faculty growth, addressing concerns about future interactions.

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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.