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Providing Delayed, In-Person Collected Feedback From Residents to Teaching Faculty: Lessons Learned.

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This summary is machine-generated.

Delayed, anonymous resident feedback improved content quality and specificity for teaching faculty. However, opinions varied on the value of the time delay, with some faculty still able to identify residents.

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Area of Science:

  • Medical Education
  • Residency Training
  • Faculty Development

Background:

  • Teaching faculty require timely resident feedback for skill enhancement.
  • Anonymity challenges in upward feedback persist due to resident concerns about identification and repercussions.

Purpose of the Study:

  • To assess faculty perceptions of resident feedback quality and content after implementing delayed delivery to enhance anonymity.

Main Methods:

  • A delayed feedback system was used from 2011-2017, with resident feedback collated and released post-graduation.
  • Faculty completed anonymous surveys on feedback content, value, and type (praise, constructive criticism).
  • A total of 189 faculty participated, with 140 completing all three surveys.

Main Results:

  • Faculty reported higher quality (81.0%) and quantity (82.4%) of feedback compared to prior methods.
  • Feedback was perceived as more specific (85.4%), with less praise and more constructive criticism.
  • While 82% intended to change behavior, only 63.6% felt the same 3 months later; 41.4% found the delay reduced feedback value.

Conclusions:

  • A significant delay in feedback delivery enhanced resident anonymity, leading to more nuanced and constructive comments.
  • Faculty responses were divided regarding the value of the time delay, indicating a complex trade-off between anonymity and timeliness.
  • Despite the delay, a notable percentage of faculty still felt they could identify residents, highlighting ongoing anonymity challenges.