Trainees' Perceptions of Feedback: Validity Evidence for Two FEEDME (Feedback in Medical Education) Instruments

Bing-You, Robert; Ramesh, Saradha; Hayes, Victoria; Varaklis, Kalli; Ward, Denham S.; Blanco, María

doi:10.1080/10401334.2017.1392863

Cited by 25 publications

(25 citation statements)

References 32 publications

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“…We define feedback as information given to learners for the purpose of improving their performance, and we concur with the theoretical constructs of the feedback exchange as an educational alliance [2]. That said, due to the lack of validated instruments to assess learner's perception of the feedback they receive, we developed such instruments and collected preliminary validity evidence in a previous study [20]. Our previous work determined that learners differentiate between the feedback received from the milieu or environment of a rotation (i.e., what we have termed 'culture') versus the feedback received from an individual provider.…”

Section: Introductionmentioning

confidence: 70%

The interplay between residency program culture and feedback culture: a cross-sectional study exploring perceptions of residents at three institutions

Bing-You

Ramani

Ramesh

et al. 2019

Medical Education Online

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Background : Giving and receiving feedback that changes performance is influenced significantly by the clinical learning environment. This environment is multi-dimensional but includes both organizational and feedback specific dimensions. Objective : The objectives of this research were to investigate the relationship between residents’ perceptions of residency program culture and feedback culture; and whether there were differences in resident perceptions of their programs’ and feedback cultures based on their disciplines and institution. We hypothesized that residents preferred certain program culture types and that certain aspects of a residency program’s culture were related to the feedback culture. Design : Residents from six specialties at three institutions voluntarily completed two validated survey instruments (Organizational Culture Assessment Instrument [OCAI] and Feedback in Medical Education [FEEDME]-Culture survey) to assess the residency program and feedback cultures, respectively. Descriptive statistics were calculated and non-parametric tests were used to analyze the data. Results : The overall response rate was 37.9% (116/306 residents). ‘Clan’ culture was both the current and preferred culture by 49.3% and 56.8%, respectively, of the residents overall. There were differences across programs with more current ‘clan’ culture in pediatrics than in surgery (P = 0.01). Multiple regression analysis showed the Hierarchy Now culture type was significantly related to the feedback culture mean score (p = <.01). For every one unit increase in the Hierarchy Now culture type, the FEEDME-Culture mean score decreases by 0.023 units. Conclusions : The findings of this study add to the literature by describing residents’ preferences of their residency program’s culture, and providing insights into the interplay between the residency program and feedback cultures.

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Section: Introductionmentioning

confidence: 70%

The interplay between residency program culture and feedback culture: a cross-sectional study exploring perceptions of residents at three institutions

Bing-You

Ramani

Ramesh

et al. 2019

Medical Education Online

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“…The results indicate that the factors within the QFI-S and QFI-P (Table 3 and Table 4) fit the data well, providing evidence of feedback constructs aligned with current conceptualisation of feedback [5,6,9]. Subsequently, these inventories support exploration of shared feedback encounters between learners and learning partners instead of merely a one-sided determination of satisfaction with feedback [1,5]. Importantly, while the items were clustered differently across student and practitioner groups, items retained in both groups were representative of the empirically derived attributes of effective feedback.…”

Section: Discussionmentioning

confidence: 66%

“…Feedback is a core component of the educational process [1] in both academic and workplace-based settings. The importance of feedback in workplace-based settings cannot be underestimated.…”

Section: Introductionmentioning

confidence: 99%

“…As such effective feedback on workplace-based performance is a key element in helping the learner to develop capacity, to evaluate their performance, and change behaviours [3,4]. However, determining the effectiveness of feedback can be challenging as the quality of feedback is variable [5] with learners commonly reporting they still receive little feedback [1] despite the abundance of literature focused on feedback.…”

Section: Introductionmentioning

confidence: 99%

“…This instrument is specifically intended to rate the quality of verbal feedback provided by assessors in the clinical environment and was tested through participants using the scale to rate videotaped feedback interactions. Bing-You et al [1] present validity evidence for two Feedback in Medical Education (FEEDME) instruments for use in the clinical setting. The FEED ME-Culture instrument is completed by the learner and developed to assess medical students' and residents' perceptions of the feedback they receive.…”

Section: Introductionmentioning

confidence: 99%

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The use of factor analysis and abductive inference to explore students’ and practitioners’ perspectives of feedback: divergent or congruent understanding?

2020

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Background The importance of feedback in workplace-based settings cannot be underestimated. Approaches that evaluate feedback reflect either the sender’s or receiver’s viewpoint in isolation of each other. This study investigated prevailing student and practitioner views of feedback resulting from development and testing of a survey about feedback. Method This study used a cross-sectional design, incorporating use of expert consultation and factor analysis of surveys. Fifty-two items based on identified attributes for effective feedback from current research were developed and reviewed through expert consultation. Surveys developed from the items were completed by students (n = 209) and practitioners (n = 145). The juxtaposition of items based on students’ and practitioners’ responses to the surveys were examined through use of exploratory factor analysis. Results Separate student and practitioner surveys resulted. Each survey contained 23 items that clustered into factors. The item statements were different across practitioner and student groups Only nine items were shared across factors identified for both groups. The resulting factors represented different notions of feedback—namely, practitioners had a process-oriented focus in comparison with students’ outcome focus. Conclusion While students and practitioners view feedback differently this does not necessarily mean they are incongruous.

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Novel tool for assessing the quality of feedback in the emergency room (FEED‐ER)

Natesan

Todd

Hsu

et al. 2021

AEM Education and Training

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Background The Accreditation Council for Graduate Medical Education (ACGME) emphasizes constructive feedback as a critical component of residency training. Despite over a decade of using competency‐based milestone evaluations, emergency medicine (EM) residency programs lack a standardized method for assessing the quality of feedback. We developed two novel EM‐specific feedback surveys to assess the quality of feedback in the ER (FEED‐ER) from both the resident and the faculty perspectives. This study aimed to evaluate the surveys’ psychometric properties. Methods We developed FEED‐ER using a Likert scale with faculty and resident versions based on the ACGME framework and a literature review. The preliminary survey consisted of 25 questions involving the feedback domains of timeliness, respect/communication, specificity, action plan, and feedback culture. We conducted two modified Delphi rounds involving 17 content experts to ensure respondent understanding of the items, item coherence to corresponding feedback domains, thematic saturation of domain content, and time duration. A multicenter study was conducted at five university‐based EDs in the United States and one in Thailand in 2019. We evaluated the descriptive statistics of the frequency of responses, validity evidence, and reliability of FEED‐ER. Results A total of 147 EM faculty and 126 EM residents completed the survey. Internal consistency was adequate (Cronbach's alpha > 0.70) and test–retest reliability showed adequate temporal stability (ICC > 0.80) for all dimensions. Content validity was deemed acceptable (CVC > 0.80) for all items. From the 25 items of FEED‐ER, 23 loaded into the originally theorized dimensions (with factor loadings > 0.50). Additionally, the five feedback domains were found to be statistically distinct, with correlations between 0.40 and 0.60. The final survey has 23 items. Conclusions This is the first study to develop and provide validity evidence for an EM‐specific feedback tool that has strong psychometric properties, is reproducible and reliable, and provides an objective measure for assessing the quality of feedback in the ED.

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Trainees' Perceptions of Feedback: Validity Evidence for Two FEEDME (Feedback in Medical Education) Instruments

Cited by 25 publications

References 32 publications

The interplay between residency program culture and feedback culture: a cross-sectional study exploring perceptions of residents at three institutions

The interplay between residency program culture and feedback culture: a cross-sectional study exploring perceptions of residents at three institutions

The use of factor analysis and abductive inference to explore students’ and practitioners’ perspectives of feedback: divergent or congruent understanding?

Novel tool for assessing the quality of feedback in the emergency room (FEED‐ER)

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