The Learner's Perspective on Upward Feedback in Pediatrics: A Qualitative Thematic Analysis

Attending physicians rarely receive feedback to improve, but residents and medical students directly observe them and are uniquely positioned to provide feedback. This study explored factors impacting upward feedback from the trainee perspective, including the following: (1) domains of feedback that learners felt capable providing, (2) barriers to giving feedback, and (3) supervisor behaviors that facilitate feedback.

Pediatric residents and medical students from 3 institutions participated in focus groups from October 2022 to February 2023. Four open-ended questions on their experience providing upward feedback were asked. Focus groups were examined through a qualitative content analysis, and a social constructionist approach was used to understand individual trainee experiences.

A total of 20 residents and 26 medical students participated. Themes identified as impactful factors on upward feedback were as follows: (1) feedback culture, ie, perceived ability to impact change at their institution and beliefs on hierarchy and fear of repercussions; (2) logistics, ie, the timing and location of feedback, as well as lack of guidance providing feedback and assessing attending performance; (3) attending factors, ie, the learning environment, attending openness, availability, perceived investment in trainees, personal goal-sharing, and active requests for feedback; and (4) focus of feedback, ie, feeling uncomfortable providing constructive feedback, especially on topics that attendings are considered experts in.

Learners experience logistical, cultural, and attending-specific factors that influence their experience and perception of giving upward feedback regardless of their interest in doing so. Unique and modifiable factors may change the perceived barriers and subsequent comfort in the delivery of effective upward feedback.