Pocket card and dedicated feedback session to improve feedback to ward residents: A randomized trial

Peccoralo, Lauren; Karani, Reena; Coplit, Lisa; Korenstein, Deborah

doi:10.1002/jhm.934

Cited by 12 publications

(9 citation statements)

References 20 publications

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“…Feedback pocket cards can improve both quantity and quality of feedback. 16,17 GIVING EFFECTIVE FEEDBACK Giving feedback is a skill that we all practice numerous times, often on a daily basis and possibly without awareness. As mentioned above, feedback conversations should be labeled as such.…”

Section: Feedback: Perceptions Versus Realitymentioning

confidence: 99%

Giving and Receiving Effective Feedback: A Review Article and How-To Guide

Jug

Jiang

Bean

2019

Archives of Pathology & Laboratory Medicine

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- Medical education literature emphasizes techniques for giving feedback and describes barriers often encountered to feedback exchange in medical practice. Effective feedback requires that the giver, receiver, and environment be carefully considered. Likewise, each of these factors can impose barriers to feedback exchange. Various methods for giving feedback have been described. All feedback should address a specific behavior, be nonevaluative in nature, and be followed by confirmation of understanding and an action plan. Few articles describe the importance of receiving feedback. Receiving feedback can be difficult, but it is enhanced by learning to listen and making conscious decisions regarding implementing the messages heard. Giving and receiving feedback become easier with practice.

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Section: Feedback: Perceptions Versus Realitymentioning

confidence: 99%

Giving and Receiving Effective Feedback: A Review Article and How-To Guide

Jug

Jiang

Bean

2019

Archives of Pathology & Laboratory Medicine

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“…Two large studies have demonstrated improved feedback with this model. 22,23 It is important to ensure that feedback goals align with the learner's own specific goals for feedback to be well received. 14,18 However, the educator's goals may not always align with the learner's goals.…”

Section: Establish Expectationsmentioning

confidence: 99%

Finessing Feedback: Recommendations for Effective Feedback in the Emergency Department

Buckley

Natesan

Breslin

et al. 2020

Annals of Emergency Medicine

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Substantial contributions to the conception or design of the work; or the acquisition, analysis, or interpretation of data for the work; AND (2) Drafting the work or revising it critically for important intellectual content; AND (3) Final approval of the version to be published; AND (4) Agreement to be accountable for all aspects of the work in ensuring that questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved.Funding and support: By Annals policy, all authors are required to disclose any and all commercial, financial, and other relationships in any way related to the subject of this article as per ICMJE conflict of interest guidelines (see www.icmje.org). The authors have stated that no such relationships exist.

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“…27,28 In a randomized controlled trial done to determine the impact of a pocket card and feedback session on Internal Medicine residents, it was concluded that residents in the intervention arm felt that their clinical and professionalism/ communication skills have improved to a significant extent based on the feedback obtained from the inpatients. 29 A novel system of prescribing feedback to reduce errors was introduced as a pilot project in the paediatric unit of the University of Salford, United Kingdom. The initial results indicated that this technique could be easily adopted in different settings as there was a statistically significant reduction in the error rate between baseline and completion at 3 months of the pilot project.…”

Section: Utility Of Constructive Feedbackmentioning

confidence: 99%

Positive feedback: a tool for quality education in field of medicine

et al. 2015

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Background: Feedback in medical education is an integral and important constituent of teaching as it encourages and enhances the learners' knowledge, skills and professional performance. Feedback has to be delivered in an appropriate setting; it should focus on the performance and not on the individual; should be clear and specific; delivered in nonjudgmental language; should emphasize positive aspects; be descriptive rather than evaluative; and should suggest measures for improvement. Methods: 20 Post Graduate Student from surgery department was selected for the study. Results: Constructive feedback is defined as the act of giving information to a trainee through the description of his/her performance in the observed situation. It emphasizes the strengths of the session and areas which require improvement. The processes of giving and receiving feedback are skills that can be acquired only with practice with improvement in Pg student's skill and knowledge. Conclusion: To integrate the concept of feedback in medical education, training of the trainers pertaining to techniques of adult learning and how to give feedback to trainees are foremost requirements. Interactive feedback is indispensable in bringing about professional development and overall improvement in doctors.

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Pocket card and dedicated feedback session to improve feedback to ward residents: A randomized trial

Abstract: BACKGROUND:Residents are often dissatisfied with feedback received on the wards, and hospital attendings are often uncomfortable and unskilled at giving feedback.

Cited by 12 publications

References 20 publications

Giving and Receiving Effective Feedback: A Review Article and How-To Guide

Giving and Receiving Effective Feedback: A Review Article and How-To Guide

Finessing Feedback: Recommendations for Effective Feedback in the Emergency Department

Positive feedback: a tool for quality education in field of medicine

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