Abstract
BackgroundFeedback is an essential part of clinical teaching and learning, yet it is often perceived as unsatisfactory in busy clinical settings. Clinical teachers need to balance the competing demands of clinical duty and feedback provision. The influence of the clinical environment and the mutual relationship between feedback giving and seeking has been inadequately investigated. This study therefore aimed to quantify the adequacy, perceptions, and influential factors of feedback provision during resident training in emergency departments (EDs).MethodsA multicenter online questionnaire study was undertaken. The respondents comprised ED residents and clinical teachers from four teaching hospitals in Taiwan. The questionnaire was developed via an expert panel, and a pilot study ensured validity. Ninety clinical teachers and 54 residents participated.ResultsThe respondents reported that the majority of feedback, which usually lasted 1–5 min, was initiated by the clinical teachers. Feedback satisfaction was significantly lower for the clinical teachers than for the residents (clinical teachers M = 13.8, SD = 1.83; residents M = 15.3, SD = 2.14; p < 0.0001), and positive feedback was provided infrequently in clinical settings (31.1%). Both groups of participants admitted hesitating between providing/seeking feedback and completing clinical work. Being busy, the teachers’ clinical abilities, the learners’ attitudes, and the relationship between both parties were reported as the most influential factors in feedback provision.ConclusionED clinical feedback provision is often short, circumstantial, and initiated by clinical teachers. Providing or seeking feedback appears to be an important part of clinical learning in the context of uncertainty. The importance of the relationship between the feedback seeker and the provider highlights the interactive, reciprocal nature of clinical feedback provision.
Highlights
Feedback is an essential part of clinical teaching and learning, yet it is often perceived as unsatisfactory in busy clinical settings
The current study aimed to address this gap by quantifying clinical teachers and residents’ viewpoints on the adequacy, current perceptions, and clinical influential factors on feedback provision during resident training in a busy clinical setting
Perceptions of clinical feedback provision among the participants Over half (56%) of the clinical teachers reported that they initiated the feedback process, but most residents (82%) reported that there was a 50/50 chance of initiation from both sides
Summary
Feedback is an essential part of clinical teaching and learning, yet it is often perceived as unsatisfactory in busy clinical settings. Receiving appropriate and timely feedback helps clinical learners identify their strengths and weaknesses within different competency domains [5]. Both positive and negative verbal feedback can be potent stimulants for the improvement of performance and motivation [6]. Residency is a pivotal training period during which a learner’s self-identity gradually shifts from one of a medical student to that of a specialized doctor [8] Learning during this period is very different from the undergraduate setting and is characterized by competency-based, case-oriented, and hands-on authentic learning [9]. Feedback for residents in a busy clinical setting is often challenging and perceived as unsatisfactory [12]
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