Providing rapid feedback to residents on their teaching skills: an educational strategy for contemporary trainees.
Int J Med Educ
; 7: 83-6, 2016 Mar 20.
Article
em En
| MEDLINE
| ID: mdl-26995390
OBJECTIVE: The objective of this study was to assess the attitudes of contemporary residents toward receiving rapid feedback on their teaching skills from their medical student learners. METHODS: Participants consisted of 20 residents in their second post-graduate training year. These residents facilitated 44 teaching sessions with medical students within our Resident-as-Teacher program. Structured, written feedback from students was returned to the resident within 3 days following each session. Residents completed a short survey about the utility of the feedback, whether they would make a change to future teaching sessions based on the feedback, and what specifically they might change. The survey utilized a 4-point scale ("Not helpful/likely=1" to "Very helpful/likely=4"), and allowed for one free-text response. Free-text responses were hand-coded and underwent qualitative analysis to identify themes. RESULTS: There were 182 student feedback encounters resulting from 44 teaching sessions. The survey response rate was 73% (32/44). Ninety-four percent of residents rated the rapid feedback as "very helpful," and 91% would "very likely" make a change to subsequent sessions based on student feedback. Residents' proposed changes included modifications to session content and/or their personal teaching style. CONCLUSIONS: Residents found that rapid feedback received from medical student learners was highly valuable to them in their roles as teachers. A rapid feedback strategy may facilitate an optimal educational environment for contemporary trainees.
Palavras-chave
Texto completo:
1
Coleções:
01-internacional
Contexto em Saúde:
14_ODS3_health_workforce
Base de dados:
MEDLINE
Assunto principal:
Estudantes de Medicina
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Ensino
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Educação Médica
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Internato e Residência
Tipo de estudo:
Prognostic_studies
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Qualitative_research
Limite:
Humans
Idioma:
En
Revista:
Int J Med Educ
Ano de publicação:
2016
Tipo de documento:
Article