PDF(Pubmed)
Abstract：
BACKGROUND: Feedback is a critical component of the learning process in a clinical setting. This study aims to explore medical residents\' perspectives on feedback delivery and identify potential barriers to feedback-seeking in clinical training.
METHODS: This cross-sectional study involved 180 medical residents across seventeen specialties. We employed the validated Residency Education Feedback Level Evaluation in Clinical Training (REFLECT) tool to assess residents\' perspectives on their attitude toward feedback, quality of feedback, perceived importance, and reaction to feedback. Additionally, we explored barriers to feedback-seeking behavior among medical residents.
RESULTS: The majority of medical residents held positive attitudes toward feedback. They agreed that feedback improves their clinical performance (77.7%), professional behavior (67.2%), and academic motivation (56.7%), while also influencing them to become a better specialist in their future career (72.8%). However, the study revealed critical deficiencies in the feedback process. Only 25.6% of residents reported receiving regular feedback and less than half reported that feedback was consistently delivered at suitable times and locations, was sufficiently clear or included actionable plans for improvement. A minority (32.2%) agreed that faculty had sufficient skills to deliver feedback effectively. Moreover, peer-to-peer feedback appeared to be a primary source of feedback among residents. Negative feedback, though necessary, often triggered feelings of stress, embarrassment, or humiliation. Notably, there were no significant differences in feedback perceptions among different specialties. The absence of a feedback-seeking culture emerged as a central barrier to feedback-seeking behavior in the clinical setting.
CONCLUSIONS: Establishing shared expectations and promoting a culture of feedback-seeking could bridge the gap between residents\' perceptions and faculty feedback delivery. Furthermore, recognizing the role of senior and peer residents as valuable feedback sources can contribute to more effective feedback processes in clinical training, ultimately benefiting resident development and patient care.
METHODS: This cross-sectional study involved 180 medical residents across seventeen specialties. We employed the validated Residency Education Feedback Level Evaluation in Clinical Training (REFLECT) tool to assess residents\' perspectives on their attitude toward feedback, quality of feedback, perceived importance, and reaction to feedback. Additionally, we explored barriers to feedback-seeking behavior among medical residents.
RESULTS: The majority of medical residents held positive attitudes toward feedback. They agreed that feedback improves their clinical performance (77.7%), professional behavior (67.2%), and academic motivation (56.7%), while also influencing them to become a better specialist in their future career (72.8%). However, the study revealed critical deficiencies in the feedback process. Only 25.6% of residents reported receiving regular feedback and less than half reported that feedback was consistently delivered at suitable times and locations, was sufficiently clear or included actionable plans for improvement. A minority (32.2%) agreed that faculty had sufficient skills to deliver feedback effectively. Moreover, peer-to-peer feedback appeared to be a primary source of feedback among residents. Negative feedback, though necessary, often triggered feelings of stress, embarrassment, or humiliation. Notably, there were no significant differences in feedback perceptions among different specialties. The absence of a feedback-seeking culture emerged as a central barrier to feedback-seeking behavior in the clinical setting.
CONCLUSIONS: Establishing shared expectations and promoting a culture of feedback-seeking could bridge the gap between residents\' perceptions and faculty feedback delivery. Furthermore, recognizing the role of senior and peer residents as valuable feedback sources can contribute to more effective feedback processes in clinical training, ultimately benefiting resident development and patient care.
摘要：
背景：反馈是临床环境中学习过程的关键组成部分。这项研究旨在探索医疗居民对反馈传递的看法，并确定临床培训中寻求反馈的潜在障碍。
方法：这项横断面研究涉及17个专业的180名医学居民。我们使用经过验证的住院医师教育反馈水平评估临床培训（REFLECT）工具来评估住院医师对反馈的态度，反馈的质量，感知的重要性，对反馈的反应。此外,我们探讨了医疗居民寻求反馈行为的障碍。
结果：大多数医疗居民对反馈持积极态度。他们同意反馈改善了他们的临床表现(77.7%)，职业行为（67.2%），和学术动机(56.7%)，同时也影响他们在未来的职业生涯中成为更好的专家（72.8%）。然而,这项研究揭示了反馈过程中的严重缺陷。只有25.6％的居民报告收到定期反馈，不到一半的居民报告说在适当的时间和地点始终如一地提供反馈，足够明确或包含可操作的改进计划。少数（32.2％）同意教师有足够的技能来有效地提供反馈。此外，点对点反馈似乎是居民反馈的主要来源.负面反馈,虽然有必要,经常引发压力的感觉，尴尬,或者羞辱.值得注意的是,不同专业之间的反馈感知没有显着差异。在临床环境中，缺乏寻求反馈的文化成为寻求反馈行为的主要障碍。
结论：建立共同的期望和促进寻求反馈的文化可以弥合居民的看法和教师反馈之间的差距。此外，认识到老年人和同龄人的作用作为有价值的反馈来源可以有助于更有效的反馈过程中的临床培训，最终有利于居民发展和病人护理。
方法：这项横断面研究涉及17个专业的180名医学居民。我们使用经过验证的住院医师教育反馈水平评估临床培训（REFLECT）工具来评估住院医师对反馈的态度，反馈的质量，感知的重要性，对反馈的反应。此外,我们探讨了医疗居民寻求反馈行为的障碍。
结果：大多数医疗居民对反馈持积极态度。他们同意反馈改善了他们的临床表现(77.7%)，职业行为（67.2%），和学术动机(56.7%)，同时也影响他们在未来的职业生涯中成为更好的专家（72.8%）。然而,这项研究揭示了反馈过程中的严重缺陷。只有25.6％的居民报告收到定期反馈，不到一半的居民报告说在适当的时间和地点始终如一地提供反馈，足够明确或包含可操作的改进计划。少数（32.2％）同意教师有足够的技能来有效地提供反馈。此外，点对点反馈似乎是居民反馈的主要来源.负面反馈,虽然有必要,经常引发压力的感觉，尴尬,或者羞辱.值得注意的是,不同专业之间的反馈感知没有显着差异。在临床环境中，缺乏寻求反馈的文化成为寻求反馈行为的主要障碍。
结论：建立共同的期望和促进寻求反馈的文化可以弥合居民的看法和教师反馈之间的差距。此外，认识到老年人和同龄人的作用作为有价值的反馈来源可以有助于更有效的反馈过程中的临床培训，最终有利于居民发展和病人护理。
