Gonzalo, JD and Heist, BS and Duffy, BL and Dyrbye, L and Fagan, MJ and Ferenchick, G and Harrell, H and Hemmer, PA and Kernan, WN and Kogan, JR and Rafferty, C and Wong, R and Elnicki, MD
(2014)
Content and timing of feedback and reflection: A multi-center qualitative study of experienced bedside teachers.
BMC Medical Education, 14 (1).
Abstract
© 2014Gonzalo et al.; licensee BioMed Central Ltd. Background: Competency-based medical education increasingly recognizes the importance of observation, feedback, and reflection for trainee development. Although bedside rounds provide opportunities for authentic workplace-based implementation of feedback and team-based reflection strategies, this relationship has not been well described. The authors sought to understand the content and timing of feedback and team-based reflection provided by bedside teachers in the context of patient-centered bedside rounds.Methods. The authors conducted a thematic analysis qualitative study using transcripts from audio-recorded, semi-structured telephone interviews with internal medicine attending physicians (n= 34) identified as respected bedside teachers from 10 academic US institutions (2010-2011).Results: Half of the respondents (50%) were associate/full professors, with an average of 14 years of academic experience. In the context of bedside encounters, bedside teachers reported providing feedback on history-taking, physical-examination, and case-presentation skills, patient-centered communication, clinical decision-making, leadership, teaching skills, and professionalism. Positive feedback about physical-exam skills or clinical decision-making occurred during encounters, positive or constructive team-based feedback occurred immediately following encounters, and individualized constructive feedback occurred in one-on-one settings following rounding sessions. Compared to less frequent, emotionally-charged events, bedside teachers initiated team-based reflection on commonplace "teachable moments" related to patient characteristics or emotions, trainee actions and emotions, and attending physician role modeling.Conclusions: Bedside teachers use bedside rounds as a workplace-based method to provide assessment, feedback, and reflection, which are aligned with the goals of competency-based medical education. Embedded in patient-centered activities, clinical teachers should be encouraged to incorporate these content- and timing-related feedback and reflection strategies into their bedside teaching.
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Details
| Item Type: |
Article
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| Status: |
Published |
| Creators/Authors: |
| Creators | Email | Pitt Username | ORCID  |
|---|
| Gonzalo, JD | | | | | Heist, BS | brh60@pitt.edu | BRH60 | | | Duffy, BL | | | | | Dyrbye, L | | | | | Fagan, MJ | | | | | Ferenchick, G | | | | | Harrell, H | | | | | Hemmer, PA | | | | | Kernan, WN | | | | | Kogan, JR | | | | | Rafferty, C | | | | | Wong, R | | | | | Elnicki, MD | | | |
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| Date: |
10 October 2014 |
| Date Type: |
Publication |
| Journal or Publication Title: |
BMC Medical Education |
| Volume: |
14 |
| Number: |
1 |
| DOI or Unique Handle: |
10.1186/1472-6920-14-212 |
| Schools and Programs: |
School of Medicine > Medicine |
| Refereed: |
Yes |
| Date Deposited: |
21 Dec 2016 20:44 |
| Last Modified: |
02 Feb 2019 13:58 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/29482 |
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