Challenges of feedback provision in the workplace: A qualitative study of emergency medicine residents and teachers.
Med Teach
; 39(11): 1145-1153, 2017 Nov.
Article
em En
| MEDLINE
| ID: mdl-28830288
ABSTRACT
BACKGROUND:
Feedback is an effective pedagogical tool in clinical teaching and learning, but is often perceived as unsatisfactory. Little is known about the effect of a busy clinical environment on feedback-giving and -seeking behaviors. This study aims to determine the perceptions and challenges of feedback provision in a busy clinical setting, exemplified by an emergency department (ED).METHODS:
A qualitative semi-structured interview study design was employed. Thirty-six participants (18 attending physicians, 18 residents) were purposively sampled from three EDs in northern Taiwan between August 2015 and July 2016. Interviews were recorded, transcribed, and analyzed thematically.RESULTS:
Three major themes were identified with illustrative quotes (1) the balance between patient safety and providing feedback, (2) variability in feedback, and (3) influential factors, barriers and enablers.CONCLUSIONS:
In real practice, clinical duties competed with the impulse to provide feedback. The variety and complexity of feedback extended beyond style and content. Clinical and contextual factors - some of which may be presented as barriers - influenced how, when and whether a teacher or learner decided to give or seek feedback.
Texto completo:
1
Coleções:
01-internacional
Base de dados:
MEDLINE
Assunto principal:
Local de Trabalho
/
Medicina de Emergência
/
Docentes de Medicina
/
Feedback Formativo
/
Internato e Residência
Tipo de estudo:
Prognostic_studies
/
Qualitative_research
Limite:
Adult
/
Female
/
Humans
/
Male
/
Middle aged
País/Região como assunto:
Asia
Idioma:
En
Revista:
Med Teach
Ano de publicação:
2017
Tipo de documento:
Article
País de afiliação:
Taiwan