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Helping Learners Receive Feedback in the Emergency Department.

Megan Rivera1, Michael Gottlieb2, Katarzyna Gore2

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This summary is machine-generated.

Effective feedback in emergency medicine (EM) requires learners to actively receive and apply it. This guide offers strategies to improve feedback reception, fostering a stronger educational alliance and enhancing clinical education.

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Area of Science:

  • Medical Education
  • Emergency Medicine
  • Professional Development

Background:

  • Feedback is crucial for professional development in emergency medicine.
  • Learner receptivity to feedback is often overlooked but critical for its impact.
  • The emergency department (ED) environment presents unique challenges to effective feedback delivery and reception.

Purpose of the Study:

  • To reframe feedback in emergency medicine through the lens of the educational alliance.
  • To highlight key strategies for fostering learner receptivity to feedback.
  • To provide evidence-informed guidance for building a supportive feedback culture in the ED.

Main Methods:

  • Utilizing the concept of the educational alliance to understand feedback dynamics.
  • Identifying key strategies: cultivating trust, promoting active learning, appropriate timing, and nurturing a growth mindset.
  • Applying the "Ask-Tell-Ask" model with practical examples.

Main Results:

  • Learner receptivity is a key determinant of feedback effectiveness.
  • Specific strategies can significantly enhance a learner's ability to receive and apply feedback.
  • The "Ask-Tell-Ask" model provides a structured approach to feedback conversations.

Conclusions:

  • Fostering a strong educational alliance is essential for effective feedback in emergency medicine.
  • Implementing strategies to enhance learner receptivity can improve the impact of feedback.
  • A culture of feedback empowers learners and strengthens clinical education in the ED.