Does the format residents use to give and receive feedback about teaching affect the usefulness of the feedback?

PURPOSE: An important element in each teaching workshop for resident doctors at the University of Saskatchewan is the microteaching sessions, including feedback. We set out to test our observations that one condition for organizing the feedback increased the quality of feedback. In one condition, residents provide and receive feedback in all areas listed on our feedback form; while in the other condition, they provide and receive feedback in some areas. METHODS: Over 115 residents participated in the teaching workshop in the 2019-2020 academic year. Each resident experienced both conditions for giving and receiving feedback-about half with one condition first and the other half in the opposite order. We developed and tested a simple survey that asked about the usefulness of the feedback. RESULTS: We used the Mann-Whitney U test for differences between some areas or all areas. We found a statistically significant difference with small to moderate effect sizes (Cohen's d) favouring the some areas condition. CONCLUSION: Residents found the usefulness of feedback given or received using the feedback condition in some areas greater than all areas. We will now only use the some areas condition and recommend that other teaching workshops that use microteaching practice sessions consider using this condition.

OBJECTIF: Les séances de micro-enseignement, y compris la rétroaction, constituent un élément important des ateliers de formation en enseignement destinés aux médecins résidents de l'Université de Saskatchewan. Nous avons vérifié l'observation selon laquelle la qualité de la rétroaction fournie dans un format qui ne couvre que certains domaines est meilleure que celle qui couvre tous les domaines figurant sur le formulaire de rétroaction. MÉTHODES: Au cours de l'année universitaire 2019-2020, plus de 115 résidents ont participé à l'atelier d'enseignement. Chaque résident a expérimenté les deux modèles de rétroaction. Ils étaient divisés en deux groupes, le premier groupe utilisant d'abord le modèle de rétroaction couvrant tous les domaines un modèle, le deuxième groupe suivant d'abord le modèle couvrant certains domaines, et vice-versa. Nous avons réalisé et administré un sondage simple interrogeant les participants sur l'utilité de la rétroaction. RÉSULTATS: Nous avons utilisé le test U de Mann-Whitney pour les différences entre le modèle comprenant certains domaines et celui englobant tous les domaines. Nous avons trouvé une différence statistiquement significative avec des tailles d'effet petites à modérées (d de Cohen) favorisant le format de rétroaction dans certains domaines seulement. CONCLUSION: Les résidents ont trouvé que le format de rétroaction partielle était plus utile que le format global. Par conséquent, nous n'utiliserons désormais que le premier et nous conseillons aux responsables d'autres ateliers comprenant des séances de microenseignement de l'envisager également.

Providing Feedback for Learners in Virtual Visits Using a Standardized Direct Observation Assessment Form.

This article was migrated. The article was marked as recommended. Background: The COVID-19 pandemic has created a rapid shift in primary care from in-clinic visits to virtual visits. Physicians must adapt to supervising learners in these virtual visits. Multiple factors should be considered prior to a virtual clinic day, including the type of virtual visit, the learner's level of competence, and the patient's characteristics and concerns. Although the approach to supervision of virtual visits may vary, direct supervision and assessment should still continue in a standardized and effective manner. Aim: We have created a novel virtual visit direct observation assessment form to facilitate feedback when physicians are supervising learners in virtual care. Methods: We gathered and reviewed information from the College of Family Physicians of Canada and other resources that were rapidly disseminated during the COVID-19 pandemic to create a direct observation assessment form based on evolving best practice. We conducted an internal peer-review process at our institution for the direct observation assessment form. We then distributed the form across our provincial academic sites for use. Results: The authors present a standardized virtual visit direct observation assessment form for use when supervising learners. This form assesses important skills for effective patient care in a virtual setting. The criteria consist of general competencies and corresponding detailed skills. Conclusion: As primary care incorporates more virtual visits, direct supervision and assessment of residents must remain a priority for academic medicine. The virtual supervision assessment form can be used as an assessment modality, a springboard for feedback, and a learning tool for residents and supervisors as they provide care in an increasingly virtual environment.