Effect of Multisource Feedback on Resident Communication Skills and Professionalism

Brinkman, William B.; Geraghty, Sheela R.; Lanphear, Bruce P.; Khoury, Jane; Rey, Javier A. Gonzalez del; DeWitt, Thomas G.; Britto, Maria T.

doi:10.1001/archpedi.161.1.44

Cited by 170 publications

(169 citation statements)

References 27 publications

(25 reference statements)

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“…Therefore, the third-year residents probably were never given feedback from patients' families and nurses and therefore may not have made the expected improvements during residency. Brinkman et al 14 confirmed this possibility when they demonstrated that a feedback intervention after multisource evaluation (ie, 360-degree method) improved communication skills and professional behavior of pediatrics residents. In contrast, Weigelt et al 15 concluded that the 360-degree evaluation system was more time intensive to conduct and did not enhance the evaluation of surgical residents.…”

Section: Discussionmentioning

confidence: 96%

Use of a 360-Degree Evaluation in the Outpatient Setting: The Usefulness of Nurse, Faculty, Patient/Family, and Resident Self-Evaluation

Chandler¹,

Henderson²,

Park³

et al. 2010

Journal of Graduate Medical Education

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Background Faculty have traditionally evaluated resident physician professionalism and interpersonal skills without input from patients, family members, nurses, or the residents themselves. The objective of our study was to use “360-degree evaluations,” as suggested by the Accreditation Council for Graduate Medical Education (ACGME), to determine if nonfaculty ratings of resident professionalism and interpersonal skills differ from faculty ratings. Methods Pediatrics residents were enrolled in a hospital-based resident continuity clinic during a 5-week period. Patient/families (P/Fs), faculty (MD [doctor of medicine]), nurses (RNs [registered nurses]), and residents themselves (self) completed evaluator-specific evaluations after each clinic session by using a validated 10-item questionnaire with a 5-point Likert scale. The average Likert score was tallied for each questionnaire. Mean Likert scale scores for each type of rater were compared by using analysis of variance, text with pair-wise comparisons when appropriate. Agreement between rater types was measured by using the Pearson correlation. Results A total of 823 evaluations were completed for 66 residents (total eligible residents, 69; 95% participation). All evaluators scored residents highly (mean Likert score range, 4.4 to 4.9). However, MDs and RNs scored residents higher than did P/Fs (mean scores: MD, 4.77, SD [standard deviation], 0.32; RN, 4.85, SD, 0.30; P/F, 4.53, SD, 0.96; P < .0001). MD and RN scores also were higher than residents' self-evaluation scores, but there was no difference between self-scores and P/F scores (average resident self-score, 4.44, SD, 0.43; P < .0001 compared to MD and RN; P = .19 compared to P/F). Correlation coefficients between all combinations of raters ranged from −0.21 to 0.21 and none were statistically significant. Conclusion Our study found high ratings for resident professionalism and interpersonal skills. However, different members of the health care team rated residents differently, and ratings are not correlated. Our results provide evidence for the potential value of 360-degree evaluations.

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Section: Discussionmentioning

confidence: 96%

Use of a 360-Degree Evaluation in the Outpatient Setting: The Usefulness of Nurse, Faculty, Patient/Family, and Resident Self-Evaluation

Chandler¹,

Henderson²,

Park³

et al. 2010

Journal of Graduate Medical Education

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“…While there is no clear, concise, and currently relevant description of professionalism, many residency programs have introduced the role-modeling methods and feedback from patients, attending physicians, nurses, and their peers [5][6][7]. Other programs have incorporated reflective practice to increase awareness [8,9].…”

Section: Introductionmentioning

confidence: 99%

Social Media Impact: Utility of Reflective Approach in the Practice of Surgery

2014

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Social media is rapidly being incorporated into medical education. We created a small group, reflective practice sessions by integrating specific medical cases to improve awareness about professionalism on social media. Medical scenarios were generated for reflective practice sessions on social media professionalism. Anonymous pre/post-session surveys evaluated residents' use of social media and gathered their opinions on the session. Thirty-eight of 48 (79 %) residents replied to the presession survey with 50 % (19/38) reporting daily digital media use, 76 % (29/38) witnessed unprofessional postings on social media, and 21 % (8/38) posted unprofessional content themselves. Of the 79 % (30/ 38) residents who attended the session, 74 % (28/38) completed the post-session survey. Residents reported the session added to the longevity of their professional career 4.11, 95 % CI (3.89-4.36). As a result of the session, they were more conscious of using the social media more professionally 3.47, 95 % CI (2.88-3.96) and would be proactive in protecting patient privacy and confidentiality on social media sites 3.96, 95 % CI (3.50-4.37). In summary, reflective practice-based sessions regarding the impact of social media on professionalism in surgery was well favored by the residents. The majority agreed that it had important implications for the longevity of their professional career. Participants reported having an increased awareness to protect patient privacy and utilize social media more professionally.

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“…1 While professionalism is hard to objectively measure and difficult to teach, there has been progress in areas like patient confidentiality (e.g., the Health Insurance Portability and Accountability Act), communication skills, interactions with pharmaceutical companies, law and ethics. [2][3][4][5][6][7][8][9][10][11][12] However, despite extensive research and debate, it remains difficult to define or measure the domain that the ACGME calls the "professional accountability to society." 1,10,[13][14][15][16] Further, in this age of Internet communication, the identity of being a 'professional" is expanding, inadvertently blurring the interface between work and personal time.…”

Section: Introductionmentioning

confidence: 99%

The Intersection of Online Social Networking with Medical Professionalism

et al. 2008

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Effect of Multisource Feedback on Resident Communication Skills and Professionalism

Abstract: A multisource feedback intervention positively affected communication skills and professional behavior among pediatric residents.

Cited by 170 publications

References 27 publications

Use of a 360-Degree Evaluation in the Outpatient Setting: The Usefulness of Nurse, Faculty, Patient/Family, and Resident Self-Evaluation

Use of a 360-Degree Evaluation in the Outpatient Setting: The Usefulness of Nurse, Faculty, Patient/Family, and Resident Self-Evaluation

Social Media Impact: Utility of Reflective Approach in the Practice of Surgery

The Intersection of Online Social Networking with Medical Professionalism

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