An interpretive phenomenological analysis of formative feedback in anesthesia training: the residents’ perspective
Abstract Background Consistent formative feedback is cornerstone to competency-by-design programs and evidence-based approaches to teaching and learning processes. There has been no published research investigating feedback from residents’ perspectives. We explored the value residents place on feedb...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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BMC
2020-12-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-020-02402-z |
| _version_ | 1819276131848683520 |
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| author | Krista C. Ritchie Ana Sjaus Allana Munro Ronald B. George |
| author_facet | Krista C. Ritchie Ana Sjaus Allana Munro Ronald B. George |
| author_sort | Krista C. Ritchie |
| collection | DOAJ |
| description | Abstract Background Consistent formative feedback is cornerstone to competency-by-design programs and evidence-based approaches to teaching and learning processes. There has been no published research investigating feedback from residents’ perspectives. We explored the value residents place on feedback in routine operating room settings, their experiences, and understanding of the role of feedback in their training and developing professional identity. Methods Interpretive phenomenological analysis of residents’ experiences with feedback received in clinical settings involved two focus groups with 14 anesthesia residents at two time points. Analysis was completed in the context of a teaching hospital adapting to new practices to align with nationally mandated clinical competencies. Focus group conversations were transcribed and interpreted through the lens of a social constructivist approach to learning as a dynamic inter- and intra-personal process, and evidence-based assessment standards set by the International Test Commission (ITC). Results Residents described high quality feedback as consistent, effortful, understanding of residents’ thought processes, and containing actionable advice for improvement. These qualities of effective evaluation were equally imperative for informal and formal evaluations. Residents commented that highest quality feedback was received informally, and formal evaluations often lacked what they needed for their professional development. Conclusion Residents have a deep sense of what promotes their learning. Structured feedback tools were seen positively, although the most important determinants of their impact were faculty feedback- and broader evaluation-skills and motivations for both formal and informal feedback loops. |
| first_indexed | 2024-12-23T23:35:21Z |
| format | Article |
| id | doaj.art-499f944ba442494784496b7dd286ad54 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-12-23T23:35:21Z |
| publishDate | 2020-12-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-499f944ba442494784496b7dd286ad542022-12-21T17:25:52ZengBMCBMC Medical Education1472-69202020-12-0120111410.1186/s12909-020-02402-zAn interpretive phenomenological analysis of formative feedback in anesthesia training: the residents’ perspectiveKrista C. Ritchie0Ana Sjaus1Allana Munro2Ronald B. George3Faculty of Education, Mount Saint Vincent UniversityDepartment of Anesthesiology, Pain Management and Perioperative Medicine, Dalhousie UniversityDepartment of Anesthesiology, Pain Management and Perioperative Medicine, Dalhousie UniversityUniversity of California San FranciscoAbstract Background Consistent formative feedback is cornerstone to competency-by-design programs and evidence-based approaches to teaching and learning processes. There has been no published research investigating feedback from residents’ perspectives. We explored the value residents place on feedback in routine operating room settings, their experiences, and understanding of the role of feedback in their training and developing professional identity. Methods Interpretive phenomenological analysis of residents’ experiences with feedback received in clinical settings involved two focus groups with 14 anesthesia residents at two time points. Analysis was completed in the context of a teaching hospital adapting to new practices to align with nationally mandated clinical competencies. Focus group conversations were transcribed and interpreted through the lens of a social constructivist approach to learning as a dynamic inter- and intra-personal process, and evidence-based assessment standards set by the International Test Commission (ITC). Results Residents described high quality feedback as consistent, effortful, understanding of residents’ thought processes, and containing actionable advice for improvement. These qualities of effective evaluation were equally imperative for informal and formal evaluations. Residents commented that highest quality feedback was received informally, and formal evaluations often lacked what they needed for their professional development. Conclusion Residents have a deep sense of what promotes their learning. Structured feedback tools were seen positively, although the most important determinants of their impact were faculty feedback- and broader evaluation-skills and motivations for both formal and informal feedback loops.https://doi.org/10.1186/s12909-020-02402-zResident feedbackClinical settingsInterpretive phenomenologyAssessment for learningFeedbackCompetence-by-design |
| spellingShingle | Krista C. Ritchie Ana Sjaus Allana Munro Ronald B. George An interpretive phenomenological analysis of formative feedback in anesthesia training: the residents’ perspective BMC Medical Education Resident feedback Clinical settings Interpretive phenomenology Assessment for learning Feedback Competence-by-design |
| title | An interpretive phenomenological analysis of formative feedback in anesthesia training: the residents’ perspective |
| title_full | An interpretive phenomenological analysis of formative feedback in anesthesia training: the residents’ perspective |
| title_fullStr | An interpretive phenomenological analysis of formative feedback in anesthesia training: the residents’ perspective |
| title_full_unstemmed | An interpretive phenomenological analysis of formative feedback in anesthesia training: the residents’ perspective |
| title_short | An interpretive phenomenological analysis of formative feedback in anesthesia training: the residents’ perspective |
| title_sort | interpretive phenomenological analysis of formative feedback in anesthesia training the residents perspective |
| topic | Resident feedback Clinical settings Interpretive phenomenology Assessment for learning Feedback Competence-by-design |
| url | https://doi.org/10.1186/s12909-020-02402-z |
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