High‐Quality Feedback Regarding Professionalism and Communication Skills in Otolaryngology Resident Education

Abstract

Objective The Accreditation Council for Graduate Medical Education (ACGME) requires competency-based education for residents and recommends 5 basic features of high-quality feedback. Our aim was to examine the incorporation of feedback in articles regarding professionalism and interpersonal/communication skills for otolaryngology residency training curriculum. Data Sources PubMed, Embase, ERIC, Cochrane Library, Web of Science, Scopus, and ClinicalTrials.gov . Methods We used studies identified during a systematic review of all indexed years through October 4, 2016. Results Eighteen studies were included in this review. Professionalism was discussed in 16, of which 15 (94%) examined aspects of feedback. Interpersonal/communication skills were the focus of 16 articles, of which 14 16 (88%) discussed aspects of feedback. Our assessment demonstrated that timeliness was addressed in 8 (44%) articles, specificity in 4 (22%), learner reaction and reflection in 4 (22%), action plans in 3 (20%), and balancing reinforcing/corrective feedback in 2 (13%). Two articles did not address feedback, and 6 did not address aspects of high-quality feedback. The ACGME-recommended feedback systems of ADAPT (ask, discuss, ask, plan together) and R2C2 (relationship, reactions, content, and coach) were not reported in any of the studies. Conclusion Feedback is an essential component of graduate medical education and is required by the ACGME milestones assessment system. However, the core feedback components recommended by the ACGME are rarely included in the otolaryngology resident education literature.

Leadership Training Curriculum for Otolaryngology–Head and Neck Surgery Residents: A Scoping Review

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360-degree Evaluation in Otorhinolaryngology Residency Training

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As Simple as Taking a Picture—How Use of QR Codes Improved Evaluation Response Rates, Documentation, and Timeliness

“…Challenges to feedback in medical education have been attributed to several variables including task performance, feedback reception, observation, and provision. [1][2][3][4][5][6] It is challenging for program directors to obtain reliable and consistent response rates on end of rotation evaluations for residents. Possible reasons include busy faculty with multiple demands on their time, lack of standardized forms, and asynchronous schedules.…”