Constructing a Shared Mental Model for Feedback Conversations: Faculty Workshop Using Video Vignettes Developed by Residents

Abstract

Introduction Providing feedback is a fundamental principle in medical education; however, as educators, our community lacks the necessary skills to give meaningful, impactful feedback to those under our supervision. By improving our feedback-giving skills, we provide concrete ways for trainees to optimize their performance, ultimately leading to better patient care. Methods In this faculty development workshop, faculty groups used six feedback video vignettes scripted, enacted, and produced by residents to arrive at a shared mental model of feedback. During workshop development, we used qualitative analysis for faculty narratives combined with the findings from a focused literature review to define dimensions of feedback. Results Twenty-three faculty (physical medicine and rehabilitation and neurology) participated in seven small-group workshops. Analysis of group discussion notes yielded 343 codes that were collapsed into 25 coding categories. After incorporating the results of a focused literature review, we identified 48 items grouped into 10 dimensions of feedback. Online session evaluation indicated that faculty members liked the workshop's format and thought they were better at providing feedback to residents as a result of the workshop. Discussion Small faculty groups were able to develop a shared mental model of dimensions of feedback that was also grounded in medical education literature. The theme of specificity of feedback was prominent and echoed recent medical education research findings. Defining performance expectations for feedback providers in the form of a practical and psychometrically sound rubric can enhance reliable scoring of feedback performance assessments and should be the next step in our work.

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

“…27,138 While learner self-assessment may not correlate well with external assessments, 122,127,128 it can contribute positively to feedback discussions by encouraging reflection and establishing a shared understanding and mental model for feedback. 17,22,23,74,85,128,130,131,139 Combining self-assessment with feedback can positively impact improvement behaviors. 130,131 Importantly, while evaluative models for feedback have been shown to improve the number of feedback evaluations, they may not improve the quality of corrective feedback.…”

“…As a step toward improved performance, incorporating co-creation of goals 58 , 85 – 87 and the formation of learning or action plans into feedback can increase the benefit to trainees. 1 , 6 , 12 , 17 , 21 – 23 , 60 , 78 , 87 , 88 Additionally, encouraging collaborative discussion and learner reflection during the feedback conversation may be beneficial. 7 , 12 , 48 , 60 , 74 , 89 Faculty should be attentive and dedicated to providing feedback, as faculty effort and engagement have been shown to improve feedback.…”

“… 20 , 63 The incorporation of learner self-assessment into feedback can also have a positive impact. 17 , 22 , 23 , 128 , 130 , 131 …”

Educator Feedback Skill Assessment: An Educational Survey Design Study

“…In order to explore the intended meaning and breadth of the feedback construct, we completed the following steps in a pilot study [18]. We started by conducting a literature review that aligned the feedback construct with prior research and identified existing feedback scales.…”

Feedback Focused: A Learner- and Teacher-Centered Curriculum to Improve the Feedback Exchange in the Obstetrics and Gynecology Clerkship

“…Faculty may be afraid to provide negative feedback 6,7 or just do not have time to give formative feedback. 15 Feedback curricula published previously in MedEdPORTAL have utilized video vignettes to train faculty to develop a shared mental model of feedback 16 or incorporated the use of a direct clinical observation tool. 17 Other published unidirectional feedback curricula have focused efforts on the learner, teaching recognition, solicitation, and utilization of constructive feedback.…”