Improving Participant Feedback to Continuing Medical Education Presenters in Internal Medicine: A Mixed-Methods Study

Wittich, Christopher M.; Mauck, Karen F.; Mandrekar, Jayawant N.; Gluth, Karol A.; West, Colin P.; Litin, Scott C.; Beckman, Thomas J.

doi:10.1007/s11606-011-1894-3

Cited by 17 publications

(28 citation statements)

References 32 publications

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“…However, age per se did not seem to effect feedback-seeking behaviour (Lee et al 2009). Although, Wittich et al (2012) found that registrars perceived older consultants to be better at providing feedback than their younger colleagues, perhaps because they equated experience with excellence. However, Kogan et al (2012) report that faculty approaches to feedback are based rather on more contextual factors such as their own views on how effective they were at delivering feedback and relational issues, rather than age or experience alone.…”

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confidence: 96%

Effects of demographic factors on provision of feedback in postgraduate medical education

Bagwandeen

Singaram²

2017

SAJHE

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A key element in the process of clinical medical education is the process of providing feedback by comparing the directly observed performance of postgraduate doctors training to become specialists to that of a previously identified and communicated 'gold standard' and incorporating a plan for improvement. This is regarded as crucial to enhance clinical competencies. Hence, a greater understanding of the clinical educational environment and the various factors that impact on the giving and receiving of feedback within such a setting is required. A mixed methods approach was adopted for this observational study regarding the perceptions of the quality of feedback given and received at a large multicultural teaching hospital. Relationships between demographics and certain important aspects of the provision of feedback were observed which impact on the context in which feedback is given and received. The study found that appropriate strategies should be implemented to improve teaching capacity of consultants, together with gender empowerment and academic support programmes for registrars.

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confidence: 96%

Effects of demographic factors on provision of feedback in postgraduate medical education

Bagwandeen

Singaram²

2017

SAJHE

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“…The Wood et al and Wittich et al tools measure similar concepts to the CORD‐EM tool, but the CORD‐EM tool has validity evidence specifically for summative evaluation use by conference planners. Our study is also the first to evaluate a speaker evaluation tool at—and explicitly for—a national medical conference.…”

Section: Discussionmentioning

confidence: 99%

“…Currently there are several resources that describe how to give effective presentations . However, there are few resources with supportive evidence for medical conference planners to evaluate their speakers . The CME literature in recent years has emphasized the need for tangible learning outcomes, but the impractical nature of designing, examining validity evidence, and administering pre‐ and posttests to all CME participants for all lectures leaves conference planners with only speaker evaluation forms to help make practical decisions about speakers for the following year.…”

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confidence: 99%

“…The speaker evaluation tools described in the medical literature to date have not been evaluated for their ability to discern presentation quality at CME‐granting conferences. One available tool is a formative feedback system for speakers that emphasizes narrative comments in addition to eight 5‐point Likert‐type items . The only other tool in the peer‐reviewed literature to date is that by Wood and colleagues, also designed specifically as feedback for presenters.…”

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confidence: 99%

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The Council of Emergency Medicine Residency Directors Speaker Evaluation Form for Medical Conference Planners

Phillips

Diller

Williams

et al. 2017

AEM Education and Training

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Objectives: No summative speaker evaluation form with validity and reliability evidence currently exists in the English medical education literature specifically to help conference planners make future decisions on speakers. We seek to perform a proof-of-concept evaluation of a concise, effective evaluation form to be filled out by audience members to aid conference planners. Methods:We created the Council of Emergency Medicine Residency Directors (CORD-EM) form, a novel, threequestion speaker evaluation form for the CORD-EM national conference and evaluated it for proof of concept. The CORD-EM form was analyzed with three evaluators and randomized to select only two evaluators' ratings to make results more generalizable to a generic audience evaluating the speaker.Results: Forty-six total evaluations ranged from 6 to 9 (mean AE standard deviation = 8.1 AE 1.2). The form demonstrated excellent internal consistency (Cronbach's alpha = 0.923) with good inter-rater reliability (intraclass correlation = 0.617) in the conference context. Conclusions:The CORD-EM speaker evaluation form is, to our knowledge, the first evaluation form with early reliability and validity evidence specifically designed to help conference planners. Our results suggest that a short speaker evaluation form can be an effective instrument in the toolbox for conference planners.

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“…We also wished to know in residents' own words what they learned from the co-management experience. By asking a combination of closed-and open-ended survey questions [15], we sought to assess the association between types of co-management interactions and the following outcomes: (1) whether residents received feedback on patient management, (2) residents' perceptions of patient benefit from co-managing, and (3) common learning themes. To examine these questions, we surveyed residents from FM and IM residencies with existing IBHC involvement in their primary care continuity clinics.…”

Section: Introductionmentioning

confidence: 99%

“Conversational Advice”: A mixed-methods analysis of medical residents’ experiences co-managing primary care patients with behavioral health providers

Hemming

Levine²,

Gallo

2018

Patient Education and Counseling

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Objective: When integrated behavioral health clinicians (IBHCs) and residents co-manage patients, residents may learn new approaches. We aimed to understand the effect of co-management on residents' behavioral health (BH) management learning. Methods: Residents completed a web-based survey enquiring: whether co-management included a shared visit and/or face-to-face meeting with an IBHC, whether residents received feedback from the IBHC, and what they learned. Qualitative responses were coded thematically using a constant comparative method. Results: Among 117 respondents (overall response rate 72%, 117/163), from five residencies recruited from 40 residencies with BH integration, residents were significantly more likely to receive feedback if they had a shared visit with the patient and an IBHC (yes 69% vs. no 33%; adjusted OR 3.0, 95% CI 1.2-7.6). Residents reported three major learning themes: interpersonal communication skills awareness, BH skills awareness, and newly adopted attitudes toward BH. Residents who received feedback were more likely to report themes of interpersonal communication skills awareness (yes 26.6% vs. no 9.4%). Conclusion: BH integration promotes increased feedback for residents practicing face-to-face comanagement with IBHCs, and a positive influence regarding residents' attitudes and perceived skills. Practical implications: Residency programs can meaningfully improve residents' learning by promoting face-to-face co-management with IBHCs.

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Improving Participant Feedback to Continuing Medical Education Presenters in Internal Medicine: A Mixed-Methods Study

Cited by 17 publications

References 32 publications

Effects of demographic factors on provision of feedback in postgraduate medical education

Effects of demographic factors on provision of feedback in postgraduate medical education

The Council of Emergency Medicine Residency Directors Speaker Evaluation Form for Medical Conference Planners

“Conversational Advice”: A mixed-methods analysis of medical residents’ experiences co-managing primary care patients with behavioral health providers

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