Do Emergency Medicine Residents Prefer Resident‐initiated or Attending‐initiated Feedback?

McGhee, Jonathan; Crowe, Colleen; Kraut, Aaron; Pierce, Ava; Porat, Avital; Schnapp, Benjamin; Laurie, Amber; Fu, Rongwei; Yarris, Lalena M.

doi:10.1002/aet2.10006

Cited by 7 publications

(8 citation statements)

References 14 publications

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“…However, the data on attendants' satisfaction levels are minuscule. One reason for this gap in the research is that doctors prefer self-initiated feedback over attendantinitiated feedback [11].…”

Section: Discussionmentioning

confidence: 99%

Satisfaction Levels of Medical Attendants at a Pakistani Emergency Department

Ashraf

Hassan

Iqbal

et al. 2020

Cureus

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Introduction Healthcare services all over Pakistan are facing an ever-growing patient flow. Rapid urbanization and a population boom are mainly responsible for this phenomenon. This is most evident in the emergency department. Not only are the patients in dire need of medical management but they require it within a certain time frame lest it is too late. It is difficult in such situations to deliver satisfactory services. Many studies have analyzed satisfaction levels in doctors, nurses, postgraduates, and patients in the emergency department. But little data is available on the satisfaction levels of attendants that accompany the patients most of the time. Attendants are an integral part of the doctorpatient relationship and their perspective may offer some insight into the shortcomings and issues afflicting the system, especially with regards to emergency medicine.

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Section: Discussionmentioning

confidence: 99%

Satisfaction Levels of Medical Attendants at a Pakistani Emergency Department

Ashraf

Hassan

Iqbal

et al. 2020

Cureus

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“…While the literature supports the advantages of these educational tools, there are also caveats. Bedside teaching should be active, role modeling must be done in a conscious manner where the trainee analyzes the behaviors they witness, and feedback should be learner‐centered and ideally in real time . As a team‐based model where teacher and learner concurrently provide patient care, swarming is poised to embrace these best practices.…”

Section: Discussionmentioning

confidence: 99%

Defining “Swarming” as a New Model to Optimize Efficiency and Education in an Academic Emergency Department

Perniciaro

Schmidt

Pham

et al. 2019

AEM Education and Training

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Background: Academic emergency medicine is a constant balance between efficiency and education. We developed a new model called swarming, where the bedside nurse, resident, and attending/fellow simultaneously evaluate the patient, including initial vital signs, bedside triage, focused history and physical examination, and discussion of the treatment plan, thus creating a shared mental model. Objectives:To combine perceptions from trainee physicians, supervising physicians, nurses, and families with in vivo measurements of emergency department swarms to better conceptualize the swarming model.Methods: This mixed methods study was conducted using a convergent design. Qualitative data from focus groups with nurses, residents, and attendings/fellows were analyzed using directed content analysis. Swarming encounters were observed in real time; durations of key aspects and family satisfaction scores were analyzed using descriptive statistics. The qualitative and quantitative findings were integrated a posteriori.Results: From the focus group data, 54 unique codes were identified, which were grouped together into five larger themes. From 39 swarms, mean (AESD) time (minutes) spent in patient rooms: nurses = 6.8 (AE3.0), residents = 10.4 (AE4.1), and attendings/fellows = 9.4 (AE4.3). Electronic documentation was included in 67% of swarms, and 39% included orders initiated at the bedside. Mean (AESD) family satisfaction was 4.8 (AE0.7; Likert scale 1-5). Conclusions:Swarming is currently implemented with significant variability but results in high provider and family satisfaction. There is also consensus among physicians that swarming improves trainee education in the emergency setting. The benefits and barriers to swarming are underscored by the unpredictable nature of the ED and the observed variability in implementation. Our findings provide a critical foundation for our efforts to refine, standardize, and appraise our swarming model.

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“… 27 , 28 The authors of a recently published study investigating resident perceptions of learner versus attending-initiated feedback reported residents to be equally satisfied with the quality of feedback received from either method. 29 Thus, medical schools should educate students regarding the importance of assuming a proactive role in the learning process and empower them with the tools to be an active learner. The VSTAR Compass application will enable students to successfully solicit feedback, allowing them to be proactive learners in their education.…”

Section: Discussionmentioning

confidence: 99%

Medical Student Perceptions of Learner-Initiated Feedback Using a Mobile Web Application

Robertson

Fowler

2017

Journal of Medical Education and Curricular Development

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Feedback, especially timely, specific, and actionable feedback, frequently does not occur. Efforts to better understand methods to improve the effectiveness of feedback are an important area of educational research. This study represents preliminary work as part of a plan to investigate the perceptions of a student-driven system to request feedback from faculty using a mobile device and Web-based application. We hypothesize that medical students will perceive learner-initiated, timely feedback to be an essential component of clinical education. Furthermore, we predict that students will recognize the use of a mobile device and Web application to be an advantageous and effective method when requesting feedback from supervising physicians. Focus group data from 18 students enrolled in a 4-week anesthesia clerkship revealed the following themes: (1) students often have to solicit feedback, (2) timely feedback is perceived as being advantageous, (3) feedback from faculty is perceived to be more effective, (4) requesting feedback from faculty physicians poses challenges, (5) the decision to request feedback may be influenced by the student’s clinical performance, and (6) using a mobile device and Web application may not guarantee timely feedback. Students perceived using a mobile Web-based application to initiate feedback from supervising physicians to be a valuable method of assessment. However, challenges and barriers were identified.

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Do Emergency Medicine Residents Prefer Resident‐initiated or Attending‐initiated Feedback?

Abstract: Background: Real-time feedback is crucial to improving physician performance. Emerging theory suggests that

Cited by 7 publications

References 14 publications

Satisfaction Levels of Medical Attendants at a Pakistani Emergency Department

Satisfaction Levels of Medical Attendants at a Pakistani Emergency Department

Defining “Swarming” as a New Model to Optimize Efficiency and Education in an Academic Emergency Department

Medical Student Perceptions of Learner-Initiated Feedback Using a Mobile Web Application

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