242 - Faculty Development can Reduce Perceived Barriers to Giving Residents Feedback

Poster Number: 242
Publication Number: 242.418

Daniel Kang, University of California, Irvine, School of Medicine, Tustin, CA, United States; Behnoosh Afghani, UC Irvine, Orange, CA, United States; Candice E. Taylor Lucas, UC Irvine School of Medicine, Irvine, CA, United States; Hillary Zieve, University of California, Irvine, School of Medicine, Irvine, CA, United States

Background: Providing feedback as faculty educators is a necessary component of resident training and professional growth. Although barriers exist that prevent faculty from delivering effective feedback, faculty training can help overcome the challenges faced.

Objective: To evaluate if a faculty development workshop focused on interventions within specific clinical settings could reduce perceived barriers to giving feedback.

Design/Methods: Core pediatric faculty from diverse clinical settings affiliated with three urban health systems, were recruited from outpatient clinics and inpatient wards. Four workshops were led by the same instructor and participants were only required to attend one session. Two sessions included topics and interventions designed for outpatient faculty and two for inpatient. The workshops lasted 60 minutes and reviewed concepts in feedback and effective implementation strategies via lecture format and a small group exercise. A pre- and post-workshop questionnaire assessed effectiveness within different domains. Chi-square analysis was conducted to evaluate significance.

Results: Total participants: n=54; primary care physicians (n=33) and hospitalists (n=21). When asked about years of practice, 31.5% reported practicing >20 years, 18.5% for 10-20 years, 24% for 5-10 years, and 25.9% for < 5 years. Over half (51.2%) reported not having received any formal training on feedback delivery in the past 5 years. Using a 5-point Likert-type scale, 100% of the respondents agreed or strongly agreed that the workshop was helpful, and 92.6% agreed or strongly agreed that they felt more comfortable giving feedback after the workshop. When comparing the comfort level in giving feedback in certain situations post-workshop, there were significant improvements in the comfort level of giving negative feedback (p=0.0023), giving feedback on inappropriate/unprofessional behavior (p=0.0002), and asking trainees for feedback on the faculty member’s own performance (p=0.016), see Figure 1. The themes identified as challenges to giving feedback were lack of time to give feedback, lack of knowledge about the requirement to give feedback, and lack of an appropriate private space to give individual feedback. When asked on how to improve the workshop, the main themes included having more case scenarios and incorporating role play.Conclusion(s): These results suggest that formal faculty development on feedback tailored to the clinical setting can be a highly effective tool for increasing faculty confidence in delivering effective feedback, particularly when addressing uncomfortable or difficult topics.
Figure 1Percentage of workshop participants reporting that they agree or strongly agree within each domain in regards to comfort level.