Gender and Feedback in Medical Education

Jones, Yemisi; Murray, Pamela; Strader, Robin; Nyachae, Joseph; Khakoo, Rashida

doi:10.15694/mep.2018.0000035.1

Cited by 2 publications

(3 citation statements)

References 12 publications

(15 reference statements)

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“…Previous studies found that 'older, more experienced consultants were more confident about providing feedback' , and seniority of the consultant affected how feedback was received as senior consultants were held in higher esteem. 10 However, similar to our findings, previous studies found that 'male consultants felt more comfortable giving constructive feedback as compared to females' , 21 and 'males felt that feedback sessions were always successful' . 10 Our study found that male trainers felt more confident about their feedback skills and gave feedback more frequently than female counterparts.…”

Section: Discussionsupporting

confidence: 90%

“…While there is a paucity of medical literature investigating gender influences on medical training, more females are entering the medical world, which will address the under-representation of women in academic medicine. 21 Future studies are needed to interrogate the factors that influence trainer confidence in a clinical training environment, particularly related to the feedback culture.…”

Section: Discussionmentioning

confidence: 99%

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Anaesthesiology trainers’ knowledge, attitudes and practices of feedback in a South African anaesthesiology department

Naicker

Govender

Singaram

2021

Southern African Journal of Anaesthesia and Analgesia

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Background: Feedback is essential for effective postgraduate medical training. There are limited studies that focus on the feedback culture in anaesthesiology training. This study aims to explore the anaesthesiology trainer's challenges and perceptions of knowledge, attitudes and practices (KAP) of feedback to anaesthesiology trainees. The influence of gender and level of experience of the trainer on giving feedback are also explored.Methods: A mixed methods study was conducted. The sample consisted of all anaesthetists involved in training in the Department of Anaesthesiology at the University of KwaZulu-Natal. Data was collected using an electronic survey consisting of both open-ended and closed-ended questions. Quantitative data was statistically analysed using R Statistical Computing software version 3.6.3. Differences between gender groups were assessed using the Wilcoxon rank-sum test. Correlation plots were used to determine a correlation between the level of experience and giving feedback. All statistical tests were conducted at a 5% significance level. Qualitative data was thematically analysed.Results: Of 70 trainers, 56 completed the questionnaire. The majority of trainers rated their KAP perceptions of feedback highly, though half admitted to having difficulty giving negative feedback. Significantly more male trainers were confident about their feedback skills and set time aside for giving feedback as compared to female trainers (p = 0.037). No significant correlation was found between the level of experience and KAP perceptions. Five major themes related to the challenges were: time constraints and lack of frequency, lack of consistency, lack of follow-up, inadequate feedback tools, and a lack of feedback training. Conclusion:Although trainers rated their KAP perceptions of feedback highly, this conflicted with some of the actual current feedback practices and challenges reported. Faculty development, continuous professional development, revised feedback tools and formal feedback policies were suggested to strengthen the feedback culture in anaesthesiology training.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionmentioning

confidence: 99%

Anaesthesiology trainers’ knowledge, attitudes and practices of feedback in a South African anaesthesiology department

Naicker

Govender

Singaram

2021

Southern African Journal of Anaesthesia and Analgesia

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“…Male physicians more typically favor in-person feedback. Conversely, female counterparts may prefer written feedback and often revisit learning objectives post-feedback [ 41 ]. Additionally, female residents tend to receive more feedback when mentored by female preceptors [ 42 ].…”

Section: Discussionmentioning

confidence: 99%

Radiologist preferences for faculty development initiatives to improve resident feedback in the era of competency-based medical education

Wong,

Sacoransky,

Hopman

et al. 2024

Medical Education Online

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Introduction Since 2022, all Canadian post-graduate medical programs have transitioned to a Competence by Design (CBD) model within a Competency-Based Medical Education (CBME) framework. The CBME model emphasized more frequent, formative assessment of residents to evaluate their progress towards predefined competencies in comparison to traditional medical education models. Faculty members therefore have increased responsibility for providing assessments to residents on a more regular basis, which has associated challenges. Our study explores faculty assessment behaviours within the CBD framework and assesses their openness to opportunities aimed at improving the quality of written feedback. Specifically, we explore faculty’s receptiveness to routine metric performance reports that offer comprehensive feedback on their assessment patterns. Methods Online surveys were distributed to all 28 radiology faculty at Queen’s University. Data were collected on demographics, feedback practices, motivations for improving the teacher-learner feedback exchange, and openness to metric performance reports and quality improvement measures. Following descriptive statistics, unpaired t-tests and one-way analysis of variance were conducted to compare groups based on experience and subspecialty. Results The response rate was 89% (25/28 faculty). 56% of faculty were likely to complete evaluations after working with a resident. Regarding the degree to which faculty felt written feedback is important, 62% found it at least moderately important. A majority (67%) believed that performance reports could influence their evaluation approach, with volume of written feedback being the most likely to change. Faculty expressed interest in feedback-focused development opportunities (67%), favouring Grand Rounds and workshops. Conclusion Assessment of preceptor perceptions reveals that faculty recognize the importance of offering high-quality written feedback to learners. Faculty openness to quality improvement interventions for curricular reform relies on having sufficient time, knowledge, and skills for effective assessments. This suggests that integrating routine performance metrics into faculty assessments could serve as a catalyst for enhancing future feedback quality.

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Gender and Feedback in Medical Education

Abstract: Background: More women are entering medical school and faculty positions, creating increased opportunities for interactions across gender during medical education. Little is known about how gender affects attitudes towards and preferences around feedback.

Cited by 2 publications

References 12 publications

Anaesthesiology trainers’ knowledge, attitudes and practices of feedback in a South African anaesthesiology department

Anaesthesiology trainers’ knowledge, attitudes and practices of feedback in a South African anaesthesiology department

Radiologist preferences for faculty development initiatives to improve resident feedback in the era of competency-based medical education

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