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Background Feedback is an essential tool for learning and improving performance in any sphere of education, including training of resident physicians. The learner’s perception of the feedback they receive is extremely relevant to their learning progress, which must aim at providing qualified care for patients. Studies pertinent to the matter differ substantially with respect to methodology, population, context, and objective, which makes it even more difficult to achieve a clear understanding of the topic. A scoping review on this theme will unequivocally enhance and organize what is already known. Objective The aim of this study is to identify and map out data from studies that report surgical residents’ perception of the feedback received during their education. Methods The review will consider studies on the feedback perception of resident physicians of any surgical specialty and age group, attending any year of residency, regardless of the type of feedback given and the way the perceptions were measured. Primary studies published in English, Spanish, and Portuguese since 2017 will be considered. The search will be carried out in 6 databases and reference lists will also be searched for additional studies. Duplicates will be removed, and 2 independent reviewers will screen the selected studies’ titles, abstracts, and full texts. Data extraction will be performed through a tool developed by the researchers. Descriptive statistics and qualitative analysis (content analysis) will be used to analyze the data. A summary of the results will be presented in the form of diagrams, narratives, and tables. Results The findings of this scoping review were submitted to an indexed journal in July 2024, currently awaiting reviewer approval. The search was executed on March 15, 2024, and resulted in 588 articles. After the exclusion of the duplicate articles and those that did not meet the eligibility criteria as well as the inclusion of articles through a manual search, 13 articles were included in the review. Conclusions Conducting a scoping review is the best way to map what is known about a subject. By focusing on the feedback perception more than the feedback itself, the results of this study will surely contribute to gaining a deeper understanding of how to proceed to enhance internal feedback and surgical residents’ learning progress. Trial Registration Open Science Framework yexb; https://osf.io/yexkb. International Registered Report Identifier (IRRID) PRR1-10.2196/56727
Background Feedback is an essential tool for learning and improving performance in any sphere of education, including training of resident physicians. The learner’s perception of the feedback they receive is extremely relevant to their learning progress, which must aim at providing qualified care for patients. Studies pertinent to the matter differ substantially with respect to methodology, population, context, and objective, which makes it even more difficult to achieve a clear understanding of the topic. A scoping review on this theme will unequivocally enhance and organize what is already known. Objective The aim of this study is to identify and map out data from studies that report surgical residents’ perception of the feedback received during their education. Methods The review will consider studies on the feedback perception of resident physicians of any surgical specialty and age group, attending any year of residency, regardless of the type of feedback given and the way the perceptions were measured. Primary studies published in English, Spanish, and Portuguese since 2017 will be considered. The search will be carried out in 6 databases and reference lists will also be searched for additional studies. Duplicates will be removed, and 2 independent reviewers will screen the selected studies’ titles, abstracts, and full texts. Data extraction will be performed through a tool developed by the researchers. Descriptive statistics and qualitative analysis (content analysis) will be used to analyze the data. A summary of the results will be presented in the form of diagrams, narratives, and tables. Results The findings of this scoping review were submitted to an indexed journal in July 2024, currently awaiting reviewer approval. The search was executed on March 15, 2024, and resulted in 588 articles. After the exclusion of the duplicate articles and those that did not meet the eligibility criteria as well as the inclusion of articles through a manual search, 13 articles were included in the review. Conclusions Conducting a scoping review is the best way to map what is known about a subject. By focusing on the feedback perception more than the feedback itself, the results of this study will surely contribute to gaining a deeper understanding of how to proceed to enhance internal feedback and surgical residents’ learning progress. Trial Registration Open Science Framework yexb; https://osf.io/yexkb. International Registered Report Identifier (IRRID) PRR1-10.2196/56727
BACKGROUND Feedback is an essential tool for learning and improving performance in any sphere of education, including the resident physician’s training. The learner’s perception of the feedback they receive is extremely relevant to their learning progress which must aim at providing qualified care for patients. Studies pertinent to the matter differ very much in methodology, population, context, and objective, which makes it even more difficult to achieve a clear understanding of it. A scoping review on this theme will unequivocally enhance and organize what is already known. OBJECTIVE The objective of this study is to identify and map out data from studies that report the surgical residents’ perception of the feedback received during their education, analyze them, determine knowledge gaps, and disseminate the research findings as well. METHODS The review will consider studies on feedback perception of resident physicians of any surgical specialty and age group, attending any year of residency, regardless of the type of feedback given and the way the perceptions were measured. Primary studies published in English, Spanish, and Portuguese since 2017 will be considered. The search will be carried out in six databases and reference lists will also be searched for additional studies. Duplicates will be removed, and two independent reviewers will screen the selected studies' titles, abstracts, and full texts. Data extraction will be performed through a tool developed by the researchers. This scoping review protocol was registered in the Open Science Framework at https://osf.io/yexkb. RESULTS Descriptive statistics and qualitative analysis (content analysis) will be used to analyze the data. A summary of the results will be presented in the form of diagrams, narratives, and tables. The findings of this scoping review will be submitted to an indexed journal in July 2024. CONCLUSIONS Conducting a scoping review is the best way to map what is known about a subject. Focusing on the feedback perception more than the feedback itself, the results of this study will surely contribute to understanding how to proceed to enhance internal feedback and surgical residents’ learning progress.
BACKGROUND Feedback is essential for learning and improving medical education and surgery performance. Surgery residents recognize the importance of feedback for their development, but there is a lack of understanding regarding their perception of the feedback received during training. OBJECTIVE This scoping review aims to identify and map out data from studies that report surgical residents' perceptions of the feedback received during their education, analyze them, determine knowledge gaps, and disseminate the research findings. METHODS A comprehensive search strategy was performed on March 15, 2024, using descriptors in English, Portuguese, and Spanish, encompassing the period since 2017. Databases of journals indexed in Medline, Directory of Open Access Journals, Directory of Open Access Scholarly Resources, Academic Search Premier, BioMed Central Open Access, and Wiley-Blackwell were consulted. Studies involving resident physicians of any surgical specialty and their perceptions of feedback received during surgical education were included. Data were extracted, described, and analyzed both quantitatively and qualitatively. RESULTS Thirteen articles were included in the review, with most studies being conducted in the United States (76.9%). The majority of the studies were primary (92.3%), retrospective (66.6%), and involved general surgery residents (53.8%). Most of the articles did not mention the method or instrument used to provide feedback. The feedback content varied, with intraoperative skills being the most prevalent theme (46.1%). Residents' perceptions of feedback were heterogeneous, with general and overall perceptions being the most reported (92.3%). A comparison between residents' and attendings' perceptions revealed discrepancies in the frequency and quality of feedback. The impact of feedback was measured in only 15.4% of the articles, portraying positive outcomes. CONCLUSIONS This scoping review reveals that most studies focus on comparing perceptions, ideal feedback characteristics, or general perceptions without emphasizing the impact of feedback. There is a lack of detailed descriptions of feedback perception and standardized instruments to measure it. Future research should focus on developing standardized instruments and investigating the impact of feedback on surgical residents' learning outcomes. The findings of this scoping review can inform educators and policymakers in improving surgical training programs and enhancing residents' learning progress. INTERNATIONAL REGISTERED REPORT RR2-10.2196/56727
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