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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.
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]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Challenges of feedback provision in the workplace: A qualitative study of emergency medicine residents and teachers.
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  Data: <searchLink fieldCode="AR" term="%22Chaou%2C+Chung-Hsien%22">Chaou, Chung-Hsien</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Monrouxe%2C+Lynn+V%2E%22">Monrouxe, Lynn V.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chang%2C+Li-Chun%22">Chang, Li-Chun</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Yu%2C+Shiuan-Ruey%22">Yu, Shiuan-Ruey</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ng%2C+Chip-Jin%22">Ng, Chip-Jin</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lee%2C+Ching-Hsing%22">Lee, Ching-Hsing</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chang%2C+Yu-Che%22">Chang, Yu-Che</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> changyuche@gmail.com</i>
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  Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Nov2017, Vol. 39 Issue 11, p1145-1153. 9p.
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  Data: *<searchLink fieldCode="DE" term="%22Clinical+education%22">Clinical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychological+feedback%22">Psychological feedback</searchLink><br />*<searchLink fieldCode="DE" term="%22Residents+%28Medicine%29%22">Residents (Medicine)</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+education%22">Professional education</searchLink><br />*<searchLink fieldCode="DE" term="%22Adults%22">Adults</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Emergency+medicine%22">Emergency medicine</searchLink><br /><searchLink fieldCode="DE" term="%22Hospital+medical+staff%22">Hospital medical staff</searchLink><br /><searchLink fieldCode="DE" term="%22Interviewing%22">Interviewing</searchLink><br /><searchLink fieldCode="DE" term="%22Time%22">Time</searchLink><br /><searchLink fieldCode="DE" term="%22Work+environment%22">Work environment</searchLink>
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  Label: Abstract
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  Data: 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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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/0142159X.2017.1366016
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        Text: English
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    Subjects:
      – SubjectFull: Clinical education
        Type: general
      – SubjectFull: Psychological feedback
        Type: general
      – SubjectFull: Residents (Medicine)
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      – SubjectFull: Emergency medicine
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