Useful but Different: Resident Physician Perceptions of Interprofessional Feedback

Vesel, Travis; O’Brien, Bridget; Henry, Duncan; Schaik, Sandrijn M. van

doi:10.1080/10401334.2016.1146609

Cited by 29 publications

(36 citation statements)

References 39 publications

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“…Hence, our data suggest that feedback coming from the out‐group was not automatically discounted. This is consistent with our past work in this domain, in which we demonstrated that both students and residents have an overall positive attitude towards interprofessional feedback . Of course, there are other potential explanations for this effect.…”

Section: Discussionsupporting

confidence: 92%

“…Although there are a few studies that speak to this question in the health professions, the literature is sparse and somewhat contradictory. In our previous study examining interprofessional feedback among health professional students, we found no evidence of preferences for feedback from one profession over another,, whereas our study among resident physicians found that they placed a higher value on feedback from physicians than on feedback from other professionals . Clarifying the reason for this inconsistency is difficult because neither of these studies explored the mechanisms underlying the observed (lack of) preferences.…”

Section: Introductioncontrasting

confidence: 87%

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Does source matter? Nurses' and Physicians' perceptions of interprofessional feedback

et al. 2016

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Objective Receptiveness to interprofessional feedback, which is important for optimal collaboration, may be influenced by ‘in‐group or out‐group’ categorisation, as suggested by social identity theory. We used an experimental design to explore how nurses and resident physicians perceive feedback from people within and outside their own professional group. Methods Paediatric residents and nurses participated in a simulation‐based team exercise. Two nurses and two physicians wrote anonymous performance feedback for each participant. Participants each received a survey containing these feedback comments with prompts to rate (i) the usefulness (ii) the positivity and (iii) their agreement with each comment. Half of the participants received feedback labelled with the feedback provider's profession (two comments correctly labelled and two incorrectly labelled). Half received unlabelled feedback and were asked to guess the provider's profession. For each group, we performed separate three‐way anovas on usefulness, positivity and agreement ratings to examine interactions between the recipient's profession, actual provider profession and perceived provider profession. Results Forty‐five out of 50 participants completed the survey. There were no significant interactions between profession of the recipient and the actual profession of the feedback provider for any of the 3 variables. Among participants who guessed the source of the feedback, we found significant interactions between the profession of the feedback recipient and the guessed source of the feedback for both usefulness (F1,48 = 25.6; p < 0.001; η2= 0.35) and agreement ratings (F1,48 = 8.49; p < 0.01; η2= 0.15). Nurses' ratings of feedback they guessed to be from nurses were higher than ratings of feedback they guessed to be from physicians, and vice versa. Among participants who received labelled feedback, we noted a similar interaction between the profession of the feedback recipient and labelled source of feedback for usefulness ratings (F1,92 = 4.72; p < 0.05; η2= 0.05). Conclusion Our data suggest that physicians and nurses are more likely to attribute favourably perceived feedback to the in‐group than to the out‐group. This finding has potential implications for interprofessional feedback practices.

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Section: Discussionsupporting

confidence: 92%

Section: Introductioncontrasting

confidence: 87%

Does source matter? Nurses' and Physicians' perceptions of interprofessional feedback

et al. 2016

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“…In parallel, the opportunity to participate in an inter-professional wpba made AHP feel a valuable part of that very team. At first glance, our results seem to contradict those of the literature (5,6). It should be noted, however, that the perception of feedback usefulness in most studies was at the meta-level and did not refer to a concrete interaction between professional groups, as is the case in this study.…”

Section: Discussioncontrasting

confidence: 98%

“…One recent study found that students have positive perceptions of inter-professional feedback, without systematic bias against any specific professional group (4). It seems that this receptiveness to inter-professional feedback is decreasing when medical trainees progress and eventually become residents (5,6). Residents report limited exposure to inter-professional feedback in clinical routine but would in principle see opportunities for an effective use of inter-professional feedback.…”

Section: Introductionmentioning

confidence: 99%

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Identity Matters- Perceptions of Inter-Professional Feedback in the Context of Workplace-based Assessment in Diabetology Training: A Qualitative Study

Feller

Berendonk

2019

Preprint

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Background: Inter-professional collaboration is acknowledged as essential for quality patient-care. However, little is known about receptiveness to inter-professional feedback in the postgraduate training. This study explores, in light of social identity theory, the perceptions of residents, supervising physicians and allied health care professionals regarding inter-professional feedback in the context of workplace-based assessment. Methods: For six months, residents in diabetology at the University Hospital of Bern performed formative workplace-based assessments under direct observation of a supervising physician and an allied health care professional. Feedback from both observers was given to the resident after every assessment. Subsequently, focus group discussions were conducted to collect the participants’ perceptions of inter- and intra-professional feedback. Transcripts were analyzed qualitatively using a thematic analysis approach. Results: We identified four main themes: (1) Identity and hierarchy; (2) Interdependence of feedback source and feedback content; (3) Impact on collaboration and patient-care; (4) Logistical and organizational requirements. While different social identities are the source of inter-professional hierarchies, they did not impede the receptiveness to feedback. Perceived trustworthiness of the feedback was attributed with more importance than professional affiliations, whereas intra-professional hierarchies between physicians led to the perception of a more summative nature of the feedback and rather impeded receptiveness. According to the participants, inter-professional feedback raised awareness of the working reality of other team members and had a positive impact on communication between the different professional groups. Moreover, participants reported positive response from patients regarding the inter-professional collaboration they experienced. Considerable organizational effort is required to enable the parallel observation of a resident’s consultation by a supervising physician and an allied health care professional. Conclusions: Feedback from allied health care professionals can be a valuable learning resource for residents, given its role outside the sometimes conflicting area of intra-professional hierarchies. Inter-professional feedback in the context of workplace-based assessment carries the potential to strengthen collaboration between the different professional groups.

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Building a System of Competency-Based Assessment

Young

2022

Graduate Medical Education in Psychiatry

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Useful but Different: Resident Physician Perceptions of Interprofessional Feedback

Cited by 29 publications

References 39 publications

Does source matter? Nurses' and Physicians' perceptions of interprofessional feedback

Does source matter? Nurses' and Physicians' perceptions of interprofessional feedback

Identity Matters- Perceptions of Inter-Professional Feedback in the Context of Workplace-based Assessment in Diabetology Training: A Qualitative Study

Building a System of Competency-Based Assessment

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