Presenters:
Shannon Wong, John Luo
Authors:
Shannon Wong, John Luo, Rose Hatala
Poster Abstract:
Studies demonstrate that effective feedback has a powerful influence on student development1. Residents play a pivotal role in medical student education due to the face-to-face time spent with students and are responsible for their clinical skills education2. Our primary interest was to illuminate a rich description of the ways medical students experience resident feedback as a starting point into this underexplored area of research.
We used a qualitative design in this pilot study informed by phenomenology, which aimed to capture how learners experience resident feedback. We conducted five semi-structured interviews with fourth year medical students at U.B.C. Interviews were transcribed, anonymized, and read by each co-author. We developed codes using an open coding approach applied to all transcripts. We then organised codes into themes and examined them in detail to elucidate the experiences and perspectives described by participants.
Our analysis identified several themes and here we focus on relationships and outcomes, as they provide novel insight into student-resident feedback interactions. Students value and seek resident feedback opportunities and view supportive relationships with residents as positive influencers. Direct observation helped students feel well-supported. Furthermore, a strong interpersonal relationship positively impacted the student’s learning plan. Resident feedback was perceived as growth focused, in contrast to assessment-focused feedback from faculty.
Our study elicited rich narratives and key themes related to effective resident feedback. Preliminary exploration elucidated insights into how and why students value resident feedback. With these insights, residents-as-teacher programs can be developed to facilitate meaningful feedback conversations between residents and students.
References:
1. Hattie and Timperley. 2007. The power of feedback. Review of Educ. Research. 77(1): 81-112.
2. Karani et al. 2014. How medical students learn from residents in the workplace: a qualitative study. Acad Med . 89(3): 490-6. Bing-You et al. Medical students’ perceptions of themselves and residents as teachers. Med Teacher 1 4(2/3): 133-138.
Keywords: Resident, Feedback, Education