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Curriculum as Change Agent: Promoting Inclusivity through an Advanced Feedback Curriculum.

Aimee K Gardner1, M Tyson Pillow2, Jessica Castillo2

  • 1University of Colorado School of Medicine, Aurora, CO USA.

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Summary
This summary is machine-generated.

A new online course improved medical trainees' feedback skills by teaching advanced techniques and social dynamics. Participants showed better feedback orientation, seeking behaviors, and environment perceptions.

Keywords:
Curriculum designFeedback environmentFeedback orientationInclusive educationMedical educationSocial dynamics

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Area of Science:

  • Medical Education
  • Professional Development

Background:

  • Traditional feedback curricula often lack depth, focusing only on basic concepts.
  • The social dynamics influencing feedback processes are frequently overlooked in educational design.

Purpose of the Study:

  • To develop and evaluate a self-paced, online course on advanced feedback techniques.
  • To integrate the impact of social dynamics into feedback training for medical professionals.

Main Methods:

  • Creation of a self-paced, online educational module.
  • Inclusion of advanced feedback strategies and social dynamics within the curriculum.

Main Results:

  • Significant improvements in participants' feedback orientation.
  • Enhanced feedback-seeking behaviors observed post-intervention.
  • Positive shifts in participants' perceptions of the feedback environment.

Conclusions:

  • A self-paced online course effectively enhances advanced feedback skills in medical education.
  • Addressing social dynamics in feedback training leads to improved participant outcomes.
  • The developed course offers a scalable solution for improving feedback competence.