Finessing Feedback: Recommendations for Effective Feedback in the Emergency Department

Buckley, Catherine; Natesan, Sreeja; Breslin, Adam; Gottlieb, Michael

doi:10.1016/j.annemergmed.2019.05.016

Cited by 23 publications

(70 citation statements)

References 73 publications

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“…Prior to the beginning of each teaching shift, the instructor should work with the learner to set clear expectations and goals. 3 This includes orienting the learner to the plan for clinical teaching, getting buy-in from the learner, and setting relevant and achievable learning objectives by aligning the instructor's and learner's goals. 3,[18][19][20][21][23][24][25][26][27][28][29] Patients are integral to bedside teaching by delivering a unique perspective into their illness and educating learners about their disease course.…”

Section: Instructor Teaching Strategies 1 Preparationmentioning

confidence: 99%

“…4,59 After the event, the instructor should debrief to allow discussion of medical decisionmaking, alternatives, and possible outcomes. 3 It is important for the instructor to be aware of the learner's mindset and select teaching opportunities for when the learner will be most receptive. 3 If the learner is falling behind on his or her current patients and has several new patients to see, the instructor should select a different time to provide clinical teaching.…”

Section: Environmental and Timing Considerationsmentioning

confidence: 99%

“…Prior to the beginning of each teaching shift, the instructor should work with the learner to set clear expectations and goals. 3 This includes orienting the learner to the plan for clinical teaching, getting buy-in from the learner, and setting relevant and achievable learning objectives by aligning the instructor’s and learner’s goals. 3 , 18 – 21 , 23 – 29 …”

Section: Instructor Teaching Strategiesmentioning

confidence: 99%

“… 4 , 59 After the event, the instructor should debrief to allow discussion of medical decision-making, alternatives, and possible outcomes. 3 …”

Section: Instructor Teaching Strategiesmentioning

confidence: 99%

“… 1 , 2 All of these factors can make the emergency department (ED) a challenging environment for clinical teaching. 3 Moreover, EM faculty concerns over time constraints and patient census variability are reflected in a decline of bedside teaching in the clinical setting. 2 , 4 – 6 There is mounting evidence that clinician educators often feel ill prepared to teach in this dynamic clinical environment due to a lack of a consolidative resource.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Clinical Teaching: An Evidence-based Guide to Best Practices from the Council of Emergency Medicine Residency Directors

Natesan

Bailitz

King

et al. 2020

WestJEM

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BACKGROUND Emergency medicine (EM) is a dynamic specialty that requires not only an acquisition of vast amounts of medical knowledge, but also the ability to prioritize and task switch efficiently and effectively to combat the chaos, high patient volume, and variable acuity within a given shift. Additionally, mounting pressures are placed on EM faculty to use less time to care for a larger volume of patients while increasing patient satisfaction scores, documentation, billing, and academic productivity. 1,2 All of these factors can make the emergency department (ED) a challenging environment for clinical

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Section: Instructor Teaching Strategies 1 Preparationmentioning

confidence: 99%

Section: Environmental and Timing Considerationsmentioning

confidence: 99%

“…Prior to the beginning of each teaching shift, the instructor should work with the learner to set clear expectations and goals. 3 This includes orienting the learner to the plan for clinical teaching, getting buy-in from the learner, and setting relevant and achievable learning objectives by aligning the instructor’s and learner’s goals. 3 , 18 – 21 , 23 – 29 …”

Section: Instructor Teaching Strategiesmentioning

confidence: 99%

“… 4 , 59 After the event, the instructor should debrief to allow discussion of medical decision-making, alternatives, and possible outcomes. 3 …”

Section: Instructor Teaching Strategiesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Clinical Teaching: An Evidence-based Guide to Best Practices from the Council of Emergency Medicine Residency Directors

Natesan

Bailitz

King

et al. 2020

WestJEM

Self Cite

View full text Add to dashboard Cite

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Direct Observation Tools in Emergency Medicine: A Systematic Review of the Literature

Gottlieb¹,

Jordan²,

Siegelman³

et al. 2020

AEM Education and Training

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Objectives: Direct observation is important for assessing the competency of medical learners. Multiple tools have been described in other fields, although the degree of emergency medicine-specific literature is unclear. This review sought to summarize the current literature on direct observation tools in the emergency department (ED) setting. Methods:We searched PubMed, Scopus, CINAHL, the Cochrane Central Register of Clinical Trials, the Cochrane Database of Systematic Reviews, ERIC, PsycINFO, and Google Scholar from 2012 to 2020 for publications on direct observation tools in the ED setting. Data were dual extracted into a predefined worksheet, and quality analysis was performed using the Medical Education Research Study Quality Instrument.Results: We identified 38 publications, comprising 2,977 learners. Fifteen different tools were described. The most commonly assessed tools included the Milestones (nine studies), Observed Structured Clinical Exercises (seven studies), the McMaster Modular Assessment Program (six studies), Queen's Simulation Assessment Test (five studies), and the mini-Clinical Evaluation Exercise (four studies). Most of the studies were performed in a single institution, and there were limited validity or reliability assessments reported. Conclusions:The number of publications on direct observation tools for the ED setting has markedly increased.However, there remains a need for stronger internal and external validity data.

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Novel tool for assessing the quality of feedback in the emergency room (FEED‐ER)

Natesan

Todd

Hsu

et al. 2021

AEM Education and Training

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Background The Accreditation Council for Graduate Medical Education (ACGME) emphasizes constructive feedback as a critical component of residency training. Despite over a decade of using competency‐based milestone evaluations, emergency medicine (EM) residency programs lack a standardized method for assessing the quality of feedback. We developed two novel EM‐specific feedback surveys to assess the quality of feedback in the ER (FEED‐ER) from both the resident and the faculty perspectives. This study aimed to evaluate the surveys’ psychometric properties. Methods We developed FEED‐ER using a Likert scale with faculty and resident versions based on the ACGME framework and a literature review. The preliminary survey consisted of 25 questions involving the feedback domains of timeliness, respect/communication, specificity, action plan, and feedback culture. We conducted two modified Delphi rounds involving 17 content experts to ensure respondent understanding of the items, item coherence to corresponding feedback domains, thematic saturation of domain content, and time duration. A multicenter study was conducted at five university‐based EDs in the United States and one in Thailand in 2019. We evaluated the descriptive statistics of the frequency of responses, validity evidence, and reliability of FEED‐ER. Results A total of 147 EM faculty and 126 EM residents completed the survey. Internal consistency was adequate (Cronbach's alpha > 0.70) and test–retest reliability showed adequate temporal stability (ICC > 0.80) for all dimensions. Content validity was deemed acceptable (CVC > 0.80) for all items. From the 25 items of FEED‐ER, 23 loaded into the originally theorized dimensions (with factor loadings > 0.50). Additionally, the five feedback domains were found to be statistically distinct, with correlations between 0.40 and 0.60. The final survey has 23 items. Conclusions This is the first study to develop and provide validity evidence for an EM‐specific feedback tool that has strong psychometric properties, is reproducible and reliable, and provides an objective measure for assessing the quality of feedback in the ED.

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Finessing Feedback: Recommendations for Effective Feedback in the Emergency Department

Cited by 23 publications

References 73 publications

Clinical Teaching: An Evidence-based Guide to Best Practices from the Council of Emergency Medicine Residency Directors

Clinical Teaching: An Evidence-based Guide to Best Practices from the Council of Emergency Medicine Residency Directors

Direct Observation Tools in Emergency Medicine: A Systematic Review of the Literature

Novel tool for assessing the quality of feedback in the emergency room (FEED‐ER)

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