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Applying a Competency-Based Medical Education Framework to Development of Residents' Feedback Skills
Laura Cardella1, Valerie Lang2, Wendi Cross2
1University of Rochester School of Medicine and Dentistry, Rochester, NY, USA. Laura_Cardella@urmc.rochester.edu.
Summary
This pilot program improved resident feedback skills through a competency-based approach. Videorecording and multi-source feedback enhanced residents
Area of Science:
- Medical Education
- Competency-Based Education
- Psychiatry Residency Training
Background:
- Effective feedback is crucial for medical education.
- Developing residents' skills in providing feedback to medical students is essential.
- A competency-based approach offers a structured method for skill development.
Purpose of the Study:
- To pilot and evaluate a competency-based program for enhancing resident feedback skills.
- To assess the feasibility and effectiveness of videorecording and multi-source feedback in this training.
- To improve the quality of feedback provided by residents to medical students.
Main Methods:
- A prospective, single-center pilot study involving eight psychiatry residents and 23 medical students.
- Implementation of a competency-based program with didactic sessions, videorecorded feedback encounters, and faculty review.
- Utilized multi-source feedback with validated assessment tools and sequential deliberate practice over three observations.
Main Results:
- Mean feedback scores significantly improved across three observation sessions (2.70 to 2.89).
- Statistically significant increases were observed between the first and third, and second and third feedback sessions (p < .001 and p = .007).
- The program demonstrated feasibility and effectiveness in enhancing resident feedback delivery.
Conclusions:
- A competency-based feedback skills training program using sequential, multi-source review is feasible and effective for residents.
- Direct observation, facilitated by videorecording, is a key component for high-quality feedback training.
- Videorecording enhances both assessor observation and resident self-assessment for improved feedback skills.
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