Providing Delayed, In-Person Collected Feedback From Residents to Teaching Faculty: Lessons Learned.

ABSTRACT: Background Teaching faculty request timely feedback from residents to improve their skills. Yet even with anonymous processes, this upward feedback can be difficult to obtain as residents raise concerns about identification and repercussions. Objective To examine faculty perception of the quality and content of feedback from residents after increasing anonymity and sacrificing timeliness. Methods Between 2011 and 2017, an associate program director at a large internal medicine residency program met briefly with each resident individually to obtain feedback about their teaching faculty shortly after their rotation. To improve anonymity, residents were promised their feedback would not be released until they graduated. In 2019, all feedback was collated and released at o

SUBMITTER: Finn KM 

PROVIDER: S-EPMC11475427 | biostudies-literature | 2024 Oct

REPOSITORIES: biostudies-literature