An Intervention to Improve Medical Student Perception of Observation and Feedback During an Anesthesiology Clerkship

Abstract

While formal observation of and feedback on an IV placement did not change student perception, the intervention showed that a more in-depth analysis of the "educational alliance" desired during an anesthesiology clerkship is warranted, especially as medical education continues to evolve.

Feedback in Medical Education: An Evidence-based Guide to Best Practices from the Council of Residency Directors in Emergency Medicine

“… 45 For feedback to be effective and valued by learners, it should be specific and based on directly observed behaviors and encounters. 1 , 9 , 13 , 14 , 24 , 46 – 55 In today’s era of competency-based medical education, it is important that feedback be targeted toward learner goals and a shared mental model of competencies and expectations. 4 , 6 , 11 , 22 , 29 , 47 , 56 – 59 Feedback should be given using descriptive, non-judgmental language.…”

“…A crucial initial step to engaging in effective feedback is the act of soliciting feedback that opens the individual to the critiquing process. 55 , 178 The ability to engage in feedback-seeking behaviors is dependent on four factors: the purpose and quality of the feedback; the learner’s emotional response to feedback; the learner-evaluator relationship; and the workplace culture. 4 , 13 , 50 , 176 , 179 , 180 While the environment is outside our control, appropriately prepping learners to take contextual factors into account and shifting the focus to environmentally appropriate feedback models may be particularly helpful.…”

“…Literature demonstrates that faculty and learners even disagree on their perceptions of how much feedback is being given. 1 , 16 , 55 Nevertheless, learner perception significantly impacts feedback acceptance and integration. 130 , 180 , 183 Different experts have categorized such factors in different ways.…”