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      Medical residents and attending physicians’ perceptions of feedback and teaching in the United States: a qualitative study

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      https://www.riss.kr/link?id=A108190649

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      다국어 초록 (Multilingual Abstract)

      Purpose: Residents and attendings agree on the importance of feedback to resident education. However, while faculty report providingfrequent feedback, residents often do not perceive receiving it, particularly in the context of teaching. Given the nuanced differences between feedback and teaching, we aimed to explore resident and attending perceptions of feedback and teaching in the clinical setting.
      Methods: We conducted a qualitative study of internal medicine residents and attendings from December 2018 through March 2019at the Massachusetts General Hospital to investigate perceptions of feedback in the inpatient clinical setting. Residents and faculty wererecruited to participate in focus groups. Data were analyzed using thematic analysis to explore perspectives and barriers to feedback provision and identification.
      Results: Five focus groups included 33 total participants in 3 attending (n=20) and 2 resident (n=13) groups. Thematic analysis of focus group transcripts identified 7 themes which organized into 3 thematic categories: (1) disentangling feedback and teaching, (2) delivering high-quality feedback, and (3) experiencing feedback in the group setting. Residents and attendings highlighted importantthemes in discriminating feedback from teaching. They indicated that while feedback is reactive in response to an action or behavior,teaching is proactive and oriented toward future endeavors.
      Conclusion: Confusion between the critical concepts of teaching and feedback may be minimized by allowing them to each have theirintended impact, either in response to prior events or aimed toward those yet to take place.
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      Purpose: Residents and attendings agree on the importance of feedback to resident education. However, while faculty report providingfrequent feedback, residents often do not perceive receiving it, particularly in the context of teaching. Given the nua...

      Purpose: Residents and attendings agree on the importance of feedback to resident education. However, while faculty report providingfrequent feedback, residents often do not perceive receiving it, particularly in the context of teaching. Given the nuanced differences between feedback and teaching, we aimed to explore resident and attending perceptions of feedback and teaching in the clinical setting.
      Methods: We conducted a qualitative study of internal medicine residents and attendings from December 2018 through March 2019at the Massachusetts General Hospital to investigate perceptions of feedback in the inpatient clinical setting. Residents and faculty wererecruited to participate in focus groups. Data were analyzed using thematic analysis to explore perspectives and barriers to feedback provision and identification.
      Results: Five focus groups included 33 total participants in 3 attending (n=20) and 2 resident (n=13) groups. Thematic analysis of focus group transcripts identified 7 themes which organized into 3 thematic categories: (1) disentangling feedback and teaching, (2) delivering high-quality feedback, and (3) experiencing feedback in the group setting. Residents and attendings highlighted importantthemes in discriminating feedback from teaching. They indicated that while feedback is reactive in response to an action or behavior,teaching is proactive and oriented toward future endeavors.
      Conclusion: Confusion between the critical concepts of teaching and feedback may be minimized by allowing them to each have theirintended impact, either in response to prior events or aimed toward those yet to take place.

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      참고문헌 (Reference)

      1 Ramani S, "Twelve tips to promote a feedback culture with a growth mind-set : swinging the feedback pendulum from recipes to relationships" 41 : 625-631, 2019

      2 Nowell LS, "Thematic analysis : striving to meet the trustworthiness criteria" 16 : 1-13, 2017

      3 Edgar L, "The milestones guidebook: version 2020" Accreditation Council for Graduate Medical Education

      4 Bing-You R, "The interplay between residency program culture and feedback culture : a cross-sectional study exploring perceptions of residents at three institutions" 24 : 1611296-, 2019

      5 Matthiesen MI, "Resident identification of feedback and teaching on rounds" 32 : 525-528, 2019

      6 Winkel AF, "Reflection as a learning tool in graduate medical education : a systematic review" 9 : 430-439, 2017

      7 Balmer DF, "Positive change in feedback perceptions and behavior: a 10-year follow-up study" 141 : e20172950-, 2018

      8 MacNeil K, "Necessary but not sufficient : identifying conditions for effective feedback during internal medicine residents’ clinical education" 25 : 641-654, 2020

      9 TheFreeDictionary, "Medical dictionary: teaching" Farlex Inc

      10 Wolfe H, "Interdisciplinary ICU cardiac arrest debriefing improves survival outcomes" 42 : 1688-1695, 2014

      1 Ramani S, "Twelve tips to promote a feedback culture with a growth mind-set : swinging the feedback pendulum from recipes to relationships" 41 : 625-631, 2019

      2 Nowell LS, "Thematic analysis : striving to meet the trustworthiness criteria" 16 : 1-13, 2017

      3 Edgar L, "The milestones guidebook: version 2020" Accreditation Council for Graduate Medical Education

      4 Bing-You R, "The interplay between residency program culture and feedback culture : a cross-sectional study exploring perceptions of residents at three institutions" 24 : 1611296-, 2019

      5 Matthiesen MI, "Resident identification of feedback and teaching on rounds" 32 : 525-528, 2019

      6 Winkel AF, "Reflection as a learning tool in graduate medical education : a systematic review" 9 : 430-439, 2017

      7 Balmer DF, "Positive change in feedback perceptions and behavior: a 10-year follow-up study" 141 : e20172950-, 2018

      8 MacNeil K, "Necessary but not sufficient : identifying conditions for effective feedback during internal medicine residents’ clinical education" 25 : 641-654, 2020

      9 TheFreeDictionary, "Medical dictionary: teaching" Farlex Inc

      10 Wolfe H, "Interdisciplinary ICU cardiac arrest debriefing improves survival outcomes" 42 : 1688-1695, 2014

      11 Bakke BM, "Fostering a feedback mindset : a qualitative exploration of medical students’ feedback experiences with longitudinal coaches" 95 : 1057-1065, 2020

      12 Burgess A, "Feedback in the clinical setting" 2020

      13 Bing-You R, "Feedback for learners in medical education : what is known? : a scoping review" 92 : 1346-1354, 2017

      14 Boud D, "Feedback : ensuring that it leads to enhanced learning" 12 : 3-7, 2015

      15 Tsuei SH, "Exploring the construct of psychological safety in medical education" 94 (94): S28-S35, 2019

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      학술지 이력

      학술지 이력
      연월일 이력구분 이력상세 등재구분
      2023 평가예정 해외DB학술지평가 신청대상 (해외등재 학술지 평가)
      2020-01-01 평가 등재학술지 유지 (해외등재 학술지 평가) KCI등재
      2019-04-01 평가 SCOPUS 등재 (기타) KCI등재
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