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Author Credentials

Mark Gustafson, DO Program Director, Emergency Medicine Jessica Amos, DO FACP Division Chief, General Internal Medicine Lisa Calderwood, MPH Senior Research Associate

Author ORCID Identifier

Mark Gustafson 0000-0001-6319-9107

Jessica Amos 0000-0001-6978-6847

Lisa Calderwood 0009-0002-7729-8733

Keywords

feedback; curriculum; simulation training; surveys; questionnaires

Disciplines

Educational Assessment, Evaluation, and Research | Medical Education | Medicine and Health Sciences

Abstract

Background

Feedback is important in medical education, but various factors can impact its effectiveness. Feedback frameworks have been created to address these challenges, but simulation-based instruction of these frameworks has not been studied. This study aims to evaluate the effectiveness of instruction utilizing simulation to teach faculty how to deliver feedback.

Methods

Faculty development feedback workshops were held from October 2022 through May 2023 at Charleston Area Medical Center Institute for Academic Medicine. Each workshop consisted of a didactic session and 3 simulated scenarios during which the faculty learner gave feedback to a resident. Surveys were conducted before the workshop, immediately after the workshop, and 3 months later. Specific to the hypothesis of this study, providers’ survey responses before, immediately following, and 3 months after the educational intervention were compared using paired t-tests.

Results

Of the 63 faculty members who participated in the workshop, 42 volunteered to participate in this study; 20 were lost to follow-up and did not complete the 3-month survey. The initial response rate was 66.7%. Three months after the workshop, the survey response rate dropped to 34.9%, with 22 faculty participating. Most faculty participants reported that the simulation scenarios were the most helpful aspect of the workshop (n=14, 35.9%). There was a significant increase in the frequency with which faculty reported consistently using the same format to give feedback between the pre-workshop and the 3-month survey (p=0.002). There was also a significant increase in the number of faculty members who reported having plans for how to give feedback prior to delivery (p=0.030). No significant difference was found in the proportion of faculty who felt anxious about giving feedback (p=0.186).

Conclusion

Implementing a faculty development workshop on giving feedback that utilized simulation led to significant increases in faculty-reported use of a proven feedback framework that included following a consistent format when giving feedback and planning how they would be giving feedback prior to delivery.

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