Encouraging residents to seek feedback.

Delva, Dianne; Sargeant, Joan; Miller, Stephen; Holland, Joanna; Alexiadis Brown, Peggy; Leblanc, Constance; Lightfoot, Kathryn; Mann, Karen

doi:10.3109/0142159x.2013.806791

Cited by 118Innovations in Medical EducationStudent Assessment and FeedbackClinical Reasoning and Diagnostic Skills

Encouraging residents to seek feedback.

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Delva, Dianne, Sargeant, Joan, Miller, Stephen, Holland, Joanna, Alexiadis Brown, Peggy, Leblanc, Constance, Lightfoot, Kathryn, Mann, Karen·2013·Medical Teacher

DOI 10.3109/0142159x.2013.806791

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Abstract

AIM: To explore resident and faculty perceptions of the feedback process, especially residents' feedback-seeking activities. METHODS: We conducted focus groups of faculty and residents exploring experiences in giving and receiving feedback, feedback-seeking, and suggestions to support feedback-seeking. Using qualitative methods and an iterative process, all authors analyzed the transcribed audiotapes to identify and confirm themes. RESULTS: Emerging themes fit a framework situating resident feedback-seeking as dependent on four central factors: (1) learning/workplace culture, (2) relationships, (3) purpose/quality of feedback, (4) emotional responses to feedback. Residents and faculty agreed on many supports and barriers to feedback-seeking. Strengthening the workplace/learning culture through longitudinal experiences, use of feedback forms and explicit expectations for residents to seek feedback, coupled with providing a sense of safety and adequate time for observation and providing feedback were suggested. Tensions between faculty and resident perceptions regarding feedback-seeking related to fear of being found deficient, the emotional costs related to corrective feedback and perceptions that completing clinical work is more valued than learning. CONCLUSION: Resident feedback-seeking is influenced by multiple factors requiring attention to both faculty and learner roles. Further study of specific influences and strategies to mitigate the tensions will inform how best to support residents in seeking feedback.

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Reconceptualizing feedback as a two-way conversation has led to a greater emphasis on the learner's active participation in receiving and acting upon feedback.
“Reconceptualizing feedback as a two-way conversation has led to a greater emphasis on the learner's active participation in receiving and acting upon feedback. 27-30”
From Medical student perceptions of feedback and feedback behaviors within the context of the “educational alliance.” (2017) · cites this paper as [27]

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Authors: Delva, D., Sargeant, J., Miller, S., Holland, J., Alexiadis Brown, P., Leblanc, C., Lightfoot, K., & Mann, K.
Affiliations: University of Toronto (CA)
Dalhousie University (CA)
Corresponding author: Delva, Dianne
ORCID: Sargeant, Joan
Miller, Stephen
Holland, Joanna
Leblanc, Constance
Venue: Medical Teacher
Publisher: Informa UK Limited
Published: 2013-07-12
Volume: 35
Issue: 12
Pages: e1625-e1631
ISSN: 0142-159X (ISSN-L)
1466-187X
DOI: 10.3109/0142159x.2013.806791
OpenAlex: W2164632976
Cited by: 118
References: 29
Citations by year: 2026: 6 · 2025: 3 · 2024: 7 · 2023: 11 · 2022: 8 · 2021: 19 · 2020: 7 · 2019: 11 · 2018: 7 · 2017: 11 · 2016: 15 · 2015: 9 · 2014: 3 · 2013: 1
FWCI: 9.54
Type: journal article
Language: en
Open access: bronze
doi.org
Locations: Medical Teacher (publishedVersion)
PubMed (publishedVersion)
Funders: Dalhousie University
Topics: Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
Social Sciences › Education › Student Assessment and Feedback
Health Sciences › Medicine › Family Practice › Clinical Reasoning and Diagnostic Skills
Keywords: feedback seeking, medical residents, teacher perceptions, organizational culture, teacher-student relationship, corrective feedback, feedback forms, graduate medical education, barriers to feedback, student safety
MeSH terms: Adult, Attitude of Health Personnel, Clinical Competence, Education, Medical, Graduate, Faculty, Medical, Feedback, Female, Humans, Internship and Residency, Interpersonal Relations, Male, Focus Groups, Qualitative Research

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