Does the format residents use to give and receive feedback about teaching affect the usefulness of the feedback?

Purpose: An important element in each teaching workshop for resident doctors at the University of Saskatchewan is the microteaching sessions, including feedback. We set out to test our observations that one condition for organizing the feedback increased the quality of feedback. In one condition, r...

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Autores principales:	Udoka Okpalauwaekwe, Sean Polreis, Marcel D’Eon
Formato:	article
Lenguaje:	EN
Publicado:	Canadian Medical Education Journal 2021
Materias:	Education (General) L7-991 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/067217cb53b2405f88e30886e586d6ee
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spelling	oai:doaj.org-article:067217cb53b2405f88e30886e586d6ee2021-12-01T22:35:22ZDoes the format residents use to give and receive feedback about teaching affect the usefulness of the feedback?10.36834/cmej.715951923-1202https://doaj.org/article/067217cb53b2405f88e30886e586d6ee2021-11-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/71595https://doaj.org/toc/1923-1202 Purpose: An important element in each teaching workshop for resident doctors at the University of Saskatchewan is the microteaching sessions, including feedback. We set out to test our observations that one condition for organizing the feedback increased the quality of feedback. In one condition, residents provide and receive feedback in all areas listed on our feedback form; while in the other condition, they provide and receive feedback in some areas. Methods: Over 115 residents participated in the teaching workshop in the 2019-2020 academic year. Each resident experienced both conditions for giving and receiving feedback—about half with one condition first and the other half in the opposite order. We developed and tested a simple survey that asked about the usefulness of the feedback. Results: We used the Mann-Whitney U test for differences between some areas or all areas. We found a statistically significant difference with small to moderate effect sizes (Cohen’s d) favouring the some areas condition. Conclusion: Residents found the usefulness of feedback given or received using the feedback condition in some areas greater than all areas. We will now only use the some areas condition and recommend that other teaching workshops that use microteaching practice sessions consider using this condition. Udoka OkpalauwaekweSean PolreisMarcel D’EonCanadian Medical Education JournalarticleEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 12, Iss 5 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Education (General) L7-991 Medicine (General) R5-920
spellingShingle	Education (General) L7-991 Medicine (General) R5-920 Udoka Okpalauwaekwe Sean Polreis Marcel D’Eon Does the format residents use to give and receive feedback about teaching affect the usefulness of the feedback?
description	Purpose: An important element in each teaching workshop for resident doctors at the University of Saskatchewan is the microteaching sessions, including feedback. We set out to test our observations that one condition for organizing the feedback increased the quality of feedback. In one condition, residents provide and receive feedback in all areas listed on our feedback form; while in the other condition, they provide and receive feedback in some areas. Methods: Over 115 residents participated in the teaching workshop in the 2019-2020 academic year. Each resident experienced both conditions for giving and receiving feedback—about half with one condition first and the other half in the opposite order. We developed and tested a simple survey that asked about the usefulness of the feedback. Results: We used the Mann-Whitney U test for differences between some areas or all areas. We found a statistically significant difference with small to moderate effect sizes (Cohen’s d) favouring the some areas condition. Conclusion: Residents found the usefulness of feedback given or received using the feedback condition in some areas greater than all areas. We will now only use the some areas condition and recommend that other teaching workshops that use microteaching practice sessions consider using this condition.
format	article
author	Udoka Okpalauwaekwe Sean Polreis Marcel D’Eon
author_facet	Udoka Okpalauwaekwe Sean Polreis Marcel D’Eon
author_sort	Udoka Okpalauwaekwe
title	Does the format residents use to give and receive feedback about teaching affect the usefulness of the feedback?
title_short	Does the format residents use to give and receive feedback about teaching affect the usefulness of the feedback?
title_full	Does the format residents use to give and receive feedback about teaching affect the usefulness of the feedback?
title_fullStr	Does the format residents use to give and receive feedback about teaching affect the usefulness of the feedback?
title_full_unstemmed	Does the format residents use to give and receive feedback about teaching affect the usefulness of the feedback?
title_sort	does the format residents use to give and receive feedback about teaching affect the usefulness of the feedback?
publisher	Canadian Medical Education Journal
publishDate	2021
url	https://doaj.org/article/067217cb53b2405f88e30886e586d6ee
work_keys_str_mv	AT udokaokpalauwaekwe doestheformatresidentsusetogiveandreceivefeedbackaboutteachingaffecttheusefulnessofthefeedback AT seanpolreis doestheformatresidentsusetogiveandreceivefeedbackaboutteachingaffecttheusefulnessofthefeedback AT marceldeon doestheformatresidentsusetogiveandreceivefeedbackaboutteachingaffecttheusefulnessofthefeedback
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Does the format residents use to give and receive feedback about teaching affect the usefulness of the feedback?

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