Encouraging residents to seek feedback

TLDR

The study aims to explore resident and faculty perceptions of the feedback process and to investigate specific influences and strategies that could mitigate tensions and better support residents in seeking feedback. Qualitative focus groups of faculty and residents were conducted, and the transcribed audiotapes were iteratively analyzed to identify and confirm themes. Residents and faculty identified multiple supports and barriers to feedback‑seeking, noting that a supportive culture, explicit expectations, feedback forms, safety, and time are needed, while tensions arise from fear of deficiency, emotional costs, and a perceived emphasis on clinical work over learning.

Abstract

Aim: To explore resident and faculty perceptions of the feedback process, especially residents' feedback-seeking activities.Methods: We conducted focus groups of faculty and residents exploring experiences in giving and receiving feedback, feedback-seeking, and suggestions to support feedback-seeking. Using qualitative methods and an iterative process, all authors analyzed the transcribed audiotapes to identify and confirm themes.Results: Emerging themes fit a framework situating resident feedback-seeking as dependent on four central factors: (1) learning/workplace culture, (2) relationships, (3) purpose/quality of feedback, (4) emotional responses to feedback. Residents and faculty agreed on many supports and barriers to feedback-seeking. Strengthening the workplace/learning culture through longitudinal experiences, use of feedback forms and explicit expectations for residents to seek feedback, coupled with providing a sense of safety and adequate time for observation and providing feedback were suggested. Tensions between faculty and resident perceptions regarding feedback-seeking related to fear of being found deficient, the emotional costs related to corrective feedback and perceptions that completing clinical work is more valued than learning.Conclusion: Resident feedback-seeking is influenced by multiple factors requiring attention to both faculty and learner roles. Further study of specific influences and strategies to mitigate the tensions will inform how best to support residents in seeking feedback.