Clinical learning in the context of uncertainty: a multi-center survey of emergency department residents’ and attending physicians’ perceptions of clinical feedback
Abstract Background Feedback is an essential part of clinical teaching and learning, yet it is often perceived as unsatisfactory in busy clinical settings. Clinical teachers need to balance the competing demands of clinical duty and feedback provision. The influence of the clinical environment and t...
| Main Authors: | , , , , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
BMC
2019-05-01
|
| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s12909-019-1597-8 |
| _version_ | 1818149663454265344 |
|---|---|
| author | Chung-Hsien Chaou Yu-Che Chang Shiuan-Ruey Yu Hsu-Min Tseng Cheng-Ting Hsiao Kuan-Han Wu Lynn Valerie Monrouxe Roy Ngerng Yi Ling |
| author_facet | Chung-Hsien Chaou Yu-Che Chang Shiuan-Ruey Yu Hsu-Min Tseng Cheng-Ting Hsiao Kuan-Han Wu Lynn Valerie Monrouxe Roy Ngerng Yi Ling |
| author_sort | Chung-Hsien Chaou |
| collection | DOAJ |
| description | Abstract Background Feedback is an essential part of clinical teaching and learning, yet it is often perceived as unsatisfactory in busy clinical settings. Clinical teachers need to balance the competing demands of clinical duty and feedback provision. The influence of the clinical environment and the mutual relationship between feedback giving and seeking has been inadequately investigated. This study therefore aimed to quantify the adequacy, perceptions, and influential factors of feedback provision during resident training in emergency departments (EDs). Methods A multicenter online questionnaire study was undertaken. The respondents comprised ED residents and clinical teachers from four teaching hospitals in Taiwan. The questionnaire was developed via an expert panel, and a pilot study ensured validity. Ninety clinical teachers and 54 residents participated. Results The respondents reported that the majority of feedback, which usually lasted 1–5 min, was initiated by the clinical teachers. Feedback satisfaction was significantly lower for the clinical teachers than for the residents (clinical teachers M = 13.8, SD = 1.83; residents M = 15.3, SD = 2.14; p < 0.0001), and positive feedback was provided infrequently in clinical settings (31.1%). Both groups of participants admitted hesitating between providing/seeking feedback and completing clinical work. Being busy, the teachers’ clinical abilities, the learners’ attitudes, and the relationship between both parties were reported as the most influential factors in feedback provision. Conclusion ED clinical feedback provision is often short, circumstantial, and initiated by clinical teachers. Providing or seeking feedback appears to be an important part of clinical learning in the context of uncertainty. The importance of the relationship between the feedback seeker and the provider highlights the interactive, reciprocal nature of clinical feedback provision. |
| first_indexed | 2024-12-11T13:10:37Z |
| format | Article |
| id | doaj.art-701da9cc8bd34037a91eace79a799468 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-12-11T13:10:37Z |
| publishDate | 2019-05-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-701da9cc8bd34037a91eace79a7994682022-12-22T01:06:12ZengBMCBMC Medical Education1472-69202019-05-011911910.1186/s12909-019-1597-8Clinical learning in the context of uncertainty: a multi-center survey of emergency department residents’ and attending physicians’ perceptions of clinical feedbackChung-Hsien Chaou0Yu-Che Chang1Shiuan-Ruey Yu2Hsu-Min Tseng3Cheng-Ting Hsiao4Kuan-Han Wu5Lynn Valerie Monrouxe6Roy Ngerng Yi Ling7Chang-Gung Medical Education Research Centre, Chang Gung Memorial HospitalChang-Gung Medical Education Research Centre, Chang Gung Memorial HospitalChang-Gung Medical Education Research Centre, Chang Gung Memorial HospitalChang-Gung Medical Education Research Centre, Chang Gung Memorial HospitalChang-Gung Medical Education Research Centre, Chang Gung Memorial HospitalDepartment of Emergency Medicine, Chang Gung Memorial Hospital, Kaohsiung and Chang Gung University College of MedicineChang-Gung Medical Education Research Centre, Chang Gung Memorial HospitalChang-Gung Medical Education Research Centre, Chang Gung Memorial HospitalAbstract Background Feedback is an essential part of clinical teaching and learning, yet it is often perceived as unsatisfactory in busy clinical settings. Clinical teachers need to balance the competing demands of clinical duty and feedback provision. The influence of the clinical environment and the mutual relationship between feedback giving and seeking has been inadequately investigated. This study therefore aimed to quantify the adequacy, perceptions, and influential factors of feedback provision during resident training in emergency departments (EDs). Methods A multicenter online questionnaire study was undertaken. The respondents comprised ED residents and clinical teachers from four teaching hospitals in Taiwan. The questionnaire was developed via an expert panel, and a pilot study ensured validity. Ninety clinical teachers and 54 residents participated. Results The respondents reported that the majority of feedback, which usually lasted 1–5 min, was initiated by the clinical teachers. Feedback satisfaction was significantly lower for the clinical teachers than for the residents (clinical teachers M = 13.8, SD = 1.83; residents M = 15.3, SD = 2.14; p < 0.0001), and positive feedback was provided infrequently in clinical settings (31.1%). Both groups of participants admitted hesitating between providing/seeking feedback and completing clinical work. Being busy, the teachers’ clinical abilities, the learners’ attitudes, and the relationship between both parties were reported as the most influential factors in feedback provision. Conclusion ED clinical feedback provision is often short, circumstantial, and initiated by clinical teachers. Providing or seeking feedback appears to be an important part of clinical learning in the context of uncertainty. The importance of the relationship between the feedback seeker and the provider highlights the interactive, reciprocal nature of clinical feedback provision.http://link.springer.com/article/10.1186/s12909-019-1597-8FeedbackResidencyPostgraduate trainingQuestionnaire surveyEmergency department |
| spellingShingle | Chung-Hsien Chaou Yu-Che Chang Shiuan-Ruey Yu Hsu-Min Tseng Cheng-Ting Hsiao Kuan-Han Wu Lynn Valerie Monrouxe Roy Ngerng Yi Ling Clinical learning in the context of uncertainty: a multi-center survey of emergency department residents’ and attending physicians’ perceptions of clinical feedback BMC Medical Education Feedback Residency Postgraduate training Questionnaire survey Emergency department |
| title | Clinical learning in the context of uncertainty: a multi-center survey of emergency department residents’ and attending physicians’ perceptions of clinical feedback |
| title_full | Clinical learning in the context of uncertainty: a multi-center survey of emergency department residents’ and attending physicians’ perceptions of clinical feedback |
| title_fullStr | Clinical learning in the context of uncertainty: a multi-center survey of emergency department residents’ and attending physicians’ perceptions of clinical feedback |
| title_full_unstemmed | Clinical learning in the context of uncertainty: a multi-center survey of emergency department residents’ and attending physicians’ perceptions of clinical feedback |
| title_short | Clinical learning in the context of uncertainty: a multi-center survey of emergency department residents’ and attending physicians’ perceptions of clinical feedback |
| title_sort | clinical learning in the context of uncertainty a multi center survey of emergency department residents and attending physicians perceptions of clinical feedback |
| topic | Feedback Residency Postgraduate training Questionnaire survey Emergency department |
| url | http://link.springer.com/article/10.1186/s12909-019-1597-8 |
| work_keys_str_mv | AT chunghsienchaou clinicallearninginthecontextofuncertaintyamulticentersurveyofemergencydepartmentresidentsandattendingphysiciansperceptionsofclinicalfeedback AT yuchechang clinicallearninginthecontextofuncertaintyamulticentersurveyofemergencydepartmentresidentsandattendingphysiciansperceptionsofclinicalfeedback AT shiuanrueyyu clinicallearninginthecontextofuncertaintyamulticentersurveyofemergencydepartmentresidentsandattendingphysiciansperceptionsofclinicalfeedback AT hsumintseng clinicallearninginthecontextofuncertaintyamulticentersurveyofemergencydepartmentresidentsandattendingphysiciansperceptionsofclinicalfeedback AT chengtinghsiao clinicallearninginthecontextofuncertaintyamulticentersurveyofemergencydepartmentresidentsandattendingphysiciansperceptionsofclinicalfeedback AT kuanhanwu clinicallearninginthecontextofuncertaintyamulticentersurveyofemergencydepartmentresidentsandattendingphysiciansperceptionsofclinicalfeedback AT lynnvaleriemonrouxe clinicallearninginthecontextofuncertaintyamulticentersurveyofemergencydepartmentresidentsandattendingphysiciansperceptionsofclinicalfeedback AT royngerngyiling clinicallearninginthecontextofuncertaintyamulticentersurveyofemergencydepartmentresidentsandattendingphysiciansperceptionsofclinicalfeedback |