Faculty feedback that begins with resident self-assessment: motivation is the key to success

Abstract

Self-determination theory provided the clearest lens for framing our findings and fitted into a conceptual model linking the quality of the SAFF experience and residents' motivational loci. We identified several study limitations including time in the field, evolving characteristics of the SAFF programme and the absence of faculty voices. We believe that by better understanding residents' experiences of SAFF, educators may be able to tailor the feedback process, enhance clinical performance and ultimately improve patient care.

In search of meaningful feedback conversations

“…Have they diminished learners’ ambivalence about feedback? The findings from this study suggest that the answers to both questions may be no. After analysing participants’ experiences through the lens of self‐determination theory, Moroz et al .…”

“…3 What we do not know is whether the use of selfassessment does anything more than formally signal the opening of a feedback event. By providing useful insight about the learner's perspective, Moroz et al 4 build on the nascent body of work exploring how human motivation influences feedback. 5…”

“…Because of these socio‐cultural influences, attempts to make feedback meaningful often miss the mark. For instance, the self‐assessment component of the intervention reported in this study appears to serve a useful rhetorical purpose, signalling that feedback is something done with, rather than done to, learners. Yet does the usefulness of self‐assessment in these conversations extend beyond the rhetorical and into the educational?…”

“…They were also well versed about the culprits that can rob feedback of its impact. Despite efforts to circumvent some of these challenges, such as allotting protected time for sessions and permitting learners to seek feedback from trusted teachers, learners still perceived that both the process and the resulting feedback were often subpar . Years of focus on feedback in medical education have raised both our aspirations for feedback and learners’ expectations, but have they influenced the likelihood that feedback will affect performance improvement?…”

Thank you for your feedback? An imperative to improve feedback givers' skills

“…After meeting as classmates in the Master of Health Professions Education program, we developed a shared interest in feedback within the graduate medical education context. Our thesis projects separately explored experiences of faculty who received feedback from residents (Carmody, Walia, Coneybeare, & Kalet, 2017), and residents who received feedback from faculty (Moroz, Horlick, Mandalaywala, & T Stern, 2017). Despite our subjects' varied specialties, experience, and positions, there was a shared belief among the feedback recipients (FR) that feedback givers' (FG) skills matter, and that FG are often unprepared for the task.…”