A Learner-Driven Workshop to Enhance Feedback Engagement in Emergency Medicine

Area of Science:

• Medical Education
• Emergency Medicine
• Professional Development

Background:

• Feedback is crucial for Emergency Medicine (EM) education, but residents face challenges in obtaining and implementing it.
• Developing feedback literacy—the ability to understand, value, and use feedback—is underexplored in EM.
• Learner-driven feedback strategies can potentially improve the feedback culture.

Purpose of the Study:

• To develop and evaluate a workshop aimed at preparing EM residents for active participation in the feedback process.
• To enhance residents' feedback literacy and engagement with feedback.
• To shift towards a learner-centered model of feedback in EM.

Main Methods:

• A prospective pre-post survey design was used at an academic EM residency.
• Postgraduate year 1-3 residents attended a 1.5-hour interactive workshop focusing on expectations, goal setting, and receiving feedback.
• Comfort levels were assessed using pre- and post-surveys (Likert scale), and knowledge retention was measured one week later.

Main Results:

• Statistically significant improvements were observed in resident comfort across multiple feedback-related skills, including clarifying expectations, goal setting, receiving and seeking feedback, and creating action plans.
• Knowledge retention was high (91.1%), with strongest performance in Expectations and Goal Setting domains.
• Perceptions of feedback's importance and impact on patient care remained high and unchanged.

Conclusions:

• A structured workshop effectively improved EM residents' comfort, knowledge, and skills in engaging with feedback.
• Implementing learner-driven feedback strategies early can strengthen the feedback culture and support professional development.
• This learner-centered model shifts feedback ownership to residents, contrasting with traditional faculty-directed approaches.