Challenges of feedback provision in the workplace: A qualitative study of emergency medicine residents and teachers.
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| Title: | Challenges of feedback provision in the workplace: A qualitative study of emergency medicine residents and teachers. |
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| Authors: | Chaou, Chung-Hsien1,2 (AUTHOR), Monrouxe, Lynn V.1 (AUTHOR), Chang, Li-Chun3 (AUTHOR), Yu, Shiuan-Ruey1 (AUTHOR), Ng, Chip-Jin2 (AUTHOR), Lee, Ching-Hsing4 (AUTHOR), Chang, Yu-Che1,2 (AUTHOR) changyuche@gmail.com |
| Source: | Medical Teacher. Nov2017, Vol. 39 Issue 11, p1145-1153. 9p. |
| Subject Terms: | *Clinical education, *Psychological feedback, *Residents (Medicine), *Higher education, *Professional education, *Adults, *Education, *Research methodology, *Teachers, *Qualitative research, Emergency medicine, Hospital medical staff, Interviewing, Time, Work environment |
| 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. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| 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. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 0142159X |
| DOI: | 10.1080/0142159X.2017.1366016 |
