Educational feedback in the operating room: A gap between resident and faculty perceptions.

Jensen, Aaron R.; Wright, Andrew S.; Kim, Sara; Horvath, Karen D.; Calhoun, Kristine E.

doi:10.1016/j.amjsurg.2011.08.019

Cited by 174Innovations in Medical EducationSurgical Simulation and TrainingHospital Admissions and Outcomes

Educational feedback in the operating room: A gap between resident and faculty perceptions.

Jensen, Aaron R., Wright, Andrew S., Kim, Sara, Horvath, Karen D., Calhoun, Kristine E.·2012·The American Journal of Surgery

DOI 10.1016/j.amjsurg.2011.08.019

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Abstract

Background Immediate feedback regarding performance in the operating room remains a key component of resident education. The aim of this study was to assess resident and faculty perceptions regarding postoperative feedback.Methods Anonymous surveys were distributed to residents and faculty members. Questions addressed the timing, amount, and specificity of feedback; satisfaction; and the definition and importance of feedback. Additional questions regarded the importance and frequency of feedback in 7 specific areas of surgical competency.Results Resident satisfaction with timing, amount, and specificity of feedback was significantly lower than faculty satisfaction. Perceptions of the importance of feedback for each of the 7 specific areas did not differ. Faculty members' perceptions on the frequency of feedback were higher than residents' perception in all competencies of feedback (5-point scale, all P values = .001).Conclusions There are significant differences between resident and faculty perceptions regarding postoperative feedback. Although faculty members believed they delivered appropriate amounts of timely, quality feedback, this perception was not shared by residents.

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Learners consistently report feedback provision as insufficient, a notion that is as consistently disputed by supervisors.
“Learners consistently report feedback provision as insufficient, a notion that is as consistently disputed by supervisors 8-10”
From Medical student perceptions of feedback and feedback behaviors within the context of the “educational alliance.” (2017) · cites this paper as [9]

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Authors: Jensen, A. R., Wright, A. S., Kim, S., Horvath, K. D., & Calhoun, K. E.
Affiliations: University of Washington (US)
University of California, Los Angeles (US)
Corresponding author: Calhoun, Kristine E.
ORCID: Wright, Andrew S.
Kim, Sara
Calhoun, Kristine E.
Venue: The American Journal of Surgery
Publisher: Elsevier BV
Published: 2012-08
Volume: 204
Issue: 2
Pages: 248-255
ISSN: 0002-9610 (ISSN-L)
DOI: 10.1016/j.amjsurg.2011.08.019
OpenAlex: W2099765161
Cited by: 174
References: 10
Citations by year: 2026: 17 · 2025: 19 · 2024: 9 · 2023: 11 · 2022: 12 · 2021: 11 · 2020: 15 · 2019: 23 · 2018: 14 · 2017: 11 · 2016: 15 · 2015: 6 · 2014: 7 · 2013: 2 · 2012: 2
FWCI: 5.26
Type: journal article
Language: en
Open access: closed
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
www.elsevier.com/legal/tdmrep-license (tdm)
Locations: The American Journal of Surgery (publishedVersion)
PubMed (publishedVersion)
Topics: Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
Health Sciences › Medicine › Surgery › Surgical Simulation and Training
Health Sciences › Medicine › Emergency Medicine › Hospital Admissions and Outcomes
Keywords: instructional feedback, surgical residency education, resident satisfaction, surgical proficiency, operating room performance
MeSH terms: Attitude of Health Personnel, Clinical Competence, Faculty, Medical, Feedback, Humans, Internship and Residency, Surveys and Questionnaires, General Surgery, Washington

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Educational feedback in the operating room: A gap between resident and faculty perceptions.

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