Enhancing Faculty Development Through Compiled Verbal Feedback on Clinical Teaching From Trainees
Objective Feedback from fellows‐in‐training (FITs) is important for faculty development and to enrich clinical teaching. We sought to evaluate the effectiveness of traditional online evaluations and a novel compiled verbal feedback mechanism. Methods An annual feedback system was implemented in our...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Wiley
2024-03-01
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| Series: | ACR Open Rheumatology |
| Online Access: | https://doi.org/10.1002/acr2.11638 |
| _version_ | 1797263449994035200 |
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| author | Guy Katz Eli M. Miloslavsky Ana D. Fernandes Marcy B. Bolster |
| author_facet | Guy Katz Eli M. Miloslavsky Ana D. Fernandes Marcy B. Bolster |
| author_sort | Guy Katz |
| collection | DOAJ |
| description | Objective Feedback from fellows‐in‐training (FITs) is important for faculty development and to enrich clinical teaching. We sought to evaluate the effectiveness of traditional online evaluations and a novel compiled verbal feedback mechanism. Methods An annual feedback system was implemented in our rheumatology division in which FITs provided verbal feedback on all faculty to a facilitator who compiled, deidentified, and shared the feedback with individual faculty members. FITs also completed standard online annual evaluations of faculty. FITs and faculty completed surveys assessing the perceived effectiveness and confidentiality of each feedback mechanism. Results Thirteen of 15 eligible faculty and all 4 eligible FITs completed both surveys. Responses by FITs and faculty regarding the quality of online evaluations were generally unfavorable or neutral. Faculty responses regarding compiled verbal feedback were more favorable in all questions and significantly more favorable with respect to the feedback's ability to explain strengths (54% favorable for online evaluations vs 100% for compiled verbal feedback), the feedback's specificity (0% vs 54%), and the feedback's actionable nature (15% vs 62%). All FITs’ responses regarding quality of compiled verbal feedback were favorable. FITs had concerns regarding confidentiality with both online evaluations (0% favorable) and compiled verbal feedback (25% favorable), though FITs had less concern for future faculty interactions with compiled verbal feedback (100% favorable) than with online evaluations (0% favorable). Conclusion Compiled verbal feedback by FITs produced more actionable and effective feedback for faculty, with less concerns regarding future faculty interactions compared with traditional online evaluations. Further study of this method across different programs and institutions is warranted. |
| first_indexed | 2024-04-25T00:13:12Z |
| format | Article |
| id | doaj.art-3191f056faf64f3e8013dfd651c6164c |
| institution | Directory Open Access Journal |
| issn | 2578-5745 |
| language | English |
| last_indexed | 2024-04-25T00:13:12Z |
| publishDate | 2024-03-01 |
| publisher | Wiley |
| record_format | Article |
| series | ACR Open Rheumatology |
| spelling | doaj.art-3191f056faf64f3e8013dfd651c6164c2024-03-13T07:21:12ZengWileyACR Open Rheumatology2578-57452024-03-016313914410.1002/acr2.11638Enhancing Faculty Development Through Compiled Verbal Feedback on Clinical Teaching From TraineesGuy Katz0Eli M. Miloslavsky1Ana D. Fernandes2Marcy B. Bolster3Massachusetts General Hospital BostonMassachusetts General Hospital BostonMassachusetts General Hospital BostonMassachusetts General Hospital BostonObjective Feedback from fellows‐in‐training (FITs) is important for faculty development and to enrich clinical teaching. We sought to evaluate the effectiveness of traditional online evaluations and a novel compiled verbal feedback mechanism. Methods An annual feedback system was implemented in our rheumatology division in which FITs provided verbal feedback on all faculty to a facilitator who compiled, deidentified, and shared the feedback with individual faculty members. FITs also completed standard online annual evaluations of faculty. FITs and faculty completed surveys assessing the perceived effectiveness and confidentiality of each feedback mechanism. Results Thirteen of 15 eligible faculty and all 4 eligible FITs completed both surveys. Responses by FITs and faculty regarding the quality of online evaluations were generally unfavorable or neutral. Faculty responses regarding compiled verbal feedback were more favorable in all questions and significantly more favorable with respect to the feedback's ability to explain strengths (54% favorable for online evaluations vs 100% for compiled verbal feedback), the feedback's specificity (0% vs 54%), and the feedback's actionable nature (15% vs 62%). All FITs’ responses regarding quality of compiled verbal feedback were favorable. FITs had concerns regarding confidentiality with both online evaluations (0% favorable) and compiled verbal feedback (25% favorable), though FITs had less concern for future faculty interactions with compiled verbal feedback (100% favorable) than with online evaluations (0% favorable). Conclusion Compiled verbal feedback by FITs produced more actionable and effective feedback for faculty, with less concerns regarding future faculty interactions compared with traditional online evaluations. Further study of this method across different programs and institutions is warranted.https://doi.org/10.1002/acr2.11638 |
| spellingShingle | Guy Katz Eli M. Miloslavsky Ana D. Fernandes Marcy B. Bolster Enhancing Faculty Development Through Compiled Verbal Feedback on Clinical Teaching From Trainees ACR Open Rheumatology |
| title | Enhancing Faculty Development Through Compiled Verbal Feedback on Clinical Teaching From Trainees |
| title_full | Enhancing Faculty Development Through Compiled Verbal Feedback on Clinical Teaching From Trainees |
| title_fullStr | Enhancing Faculty Development Through Compiled Verbal Feedback on Clinical Teaching From Trainees |
| title_full_unstemmed | Enhancing Faculty Development Through Compiled Verbal Feedback on Clinical Teaching From Trainees |
| title_short | Enhancing Faculty Development Through Compiled Verbal Feedback on Clinical Teaching From Trainees |
| title_sort | enhancing faculty development through compiled verbal feedback on clinical teaching from trainees |
| url | https://doi.org/10.1002/acr2.11638 |
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