"How Am I Doing?": Many Problems But Few Solutions Related to Feedback Delivery in Undergraduate Psychiatry Education

Abstract

Reasons for the challenges faced by medical students and teachers during feedback conversations have not been fully explored in the literature. In contrast to other areas of medicine, little has been written specifically about feedback to students in undergraduate psychiatric education. Although there are many resources to assist medical educators with feedback delivery skills, an understanding as to why physicians and students struggle with feedback conversations is needed. Reasons for the apparent disconnect between what should be happening and what is actually happening during feedback conversations with undergraduate psychiatry students need to be understood. The authors hypothesize causes for the problems with feedback delivery in undergraduate psychiatric education.

Feedback en educación clínica

“…Desafortunadamente, el feedback es un c omponente de difícil aplicación (3). Los educadores médicos frecuentemente creen que brindan una adecuado feedback a sus alumnos; sin embargo, diversos estudios mues tran resultados contradictorios (4)(5)(6). Por ejemplo, Sender-Liberman y col. (4) reportaron que un 90% de docentes médicos informaron realizar feedback de manera satisfactoria; sin embargo, tan solo un 17% de los estudiantes estuvieron de acuerdo con el enunciado anterior.…”

Development and Field Pretest of the Feedback Quality Index: A Tool for Assessing Feedback Frequency and Quality in a Clinical Setting

“…The existing literature on feedback in medical education might provide some helpful guidance to medical educators, but there is currently no existing method or tool that can be used to feasibly and accurately assess feedback frequency and quality in the clinical setting. Consequently, medical educators are currently unable to effectively target or evaluate their improvement efforts [4].…”

Systematic review of workplace-based assessments in psychiatry: surgical dissection and recommendations for improvement

“…24 However, even the best-intended feedback may be unhelpful if it is not descriptive or specific enough. 28 Assessing performance against an agreed exit standard for all trainees, including those who have just started in their post, remains problematic. Some assessors judge where trainees should be at their current stage of training, whereas others score against the 'end-point' of their training (which is what these tools were originally intended to do).…”