Overcoming the Challenges of Direct Observation and Feedback Programs: A Qualitative Exploration of Resident and Faculty Experiences.

Teaching and Learning in Medicine
John Q YoungPatricia S O'Sullivan

Abstract

Problem: Prior studies have reported significant negative attitudes amongst both faculty and residents toward direct observation and feedback. Numerous contributing factors have been identified, including insufficient time for direct observation and feedback, poorly understood purpose, inadequate training, disbelief in the formative intent, inauthentic resident-patient clinical interactions, undermining of resident autonomy, lack of trust between the faculty-resident dyad, and low-quality feedback information that lacks credibility. Strategies are urgently needed to overcome these challenges and more effectively engage faculty and residents in direct observation and feedback. Otherwise, the primary goals of supporting both formative and summative assessment will not be realized and the viability of competency-based medical education will be threatened. Intervention: Toward this end, recent studies have recommended numerous strategies to overcome these barriers: protected time for direct observation and feedback; ongoing faculty and resident training on goals and bidirectional, co-constructed feedback; repeated direct observations and feedback within a longitudinal resident-supervisor relationship; utilization of assessment tool...Continue Reading

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Citations

Oct 21, 2020·Academic Psychiatry : the Journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry·Erick K HungJohn Q Young
Mar 26, 2021·Advances in Health Sciences Education : Theory and Practice·Chris B T RietmeijerPim W Teunissen
May 30, 2021·The Psychiatric Clinics of North America·John Q YoungEric S Holmboe
Jul 10, 2021·Teaching and Learning in Medicine·Margaret SwanbergLauren Maggio

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