Constructing a Shared Mental Model for Feedback Conversations: Faculty Workshop Using Video Vignettes Developed by Residents

Introduction Providing feedback is a fundamental principle in medical education; however, as educators, our community lacks the necessary skills to give meaningful, impactful feedback to those under our supervision. By improving our feedback-giving skills, we provide concrete ways for trainees to op...

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Autores principales:	Alex Moroz, Anna King, Baruch Kim, Heidi Fusco, Kristin Carmody
Formato:	article
Lenguaje:	EN
Publicado:	Association of American Medical Colleges 2019
Materias:	Feedback Workshop Faculty Development Physical Medicine and Rehabilitation Medicine (General) R5-920 Education L
Acceso en línea:	https://doaj.org/article/d2d5512d8b444954acd953414ce171cc
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spelling	oai:doaj.org-article:d2d5512d8b444954acd953414ce171cc2021-11-22T13:43:32ZConstructing a Shared Mental Model for Feedback Conversations: Faculty Workshop Using Video Vignettes Developed by Residents10.15766/mep_2374-8265.108212374-8265https://doaj.org/article/d2d5512d8b444954acd953414ce171cc2019-05-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.10821https://doaj.org/toc/2374-8265Introduction Providing feedback is a fundamental principle in medical education; however, as educators, our community lacks the necessary skills to give meaningful, impactful feedback to those under our supervision. By improving our feedback-giving skills, we provide concrete ways for trainees to optimize their performance, ultimately leading to better patient care. Methods In this faculty development workshop, faculty groups used six feedback video vignettes scripted, enacted, and produced by residents to arrive at a shared mental model of feedback. During workshop development, we used qualitative analysis for faculty narratives combined with the findings from a focused literature review to define dimensions of feedback. Results Twenty-three faculty (physical medicine and rehabilitation and neurology) participated in seven small-group workshops. Analysis of group discussion notes yielded 343 codes that were collapsed into 25 coding categories. After incorporating the results of a focused literature review, we identified 48 items grouped into 10 dimensions of feedback. Online session evaluation indicated that faculty members liked the workshop's format and thought they were better at providing feedback to residents as a result of the workshop. Discussion Small faculty groups were able to develop a shared mental model of dimensions of feedback that was also grounded in medical education literature. The theme of specificity of feedback was prominent and echoed recent medical education research findings. Defining performance expectations for feedback providers in the form of a practical and psychometrically sound rubric can enhance reliable scoring of feedback performance assessments and should be the next step in our work.Alex MorozAnna KingBaruch KimHeidi FuscoKristin CarmodyAssociation of American Medical CollegesarticleFeedbackWorkshopFaculty DevelopmentPhysical Medicine and RehabilitationMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 15 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	Feedback Workshop Faculty Development Physical Medicine and Rehabilitation Medicine (General) R5-920 Education L
spellingShingle	Feedback Workshop Faculty Development Physical Medicine and Rehabilitation Medicine (General) R5-920 Education L Alex Moroz Anna King Baruch Kim Heidi Fusco Kristin Carmody Constructing a Shared Mental Model for Feedback Conversations: Faculty Workshop Using Video Vignettes Developed by Residents
description	Introduction Providing feedback is a fundamental principle in medical education; however, as educators, our community lacks the necessary skills to give meaningful, impactful feedback to those under our supervision. By improving our feedback-giving skills, we provide concrete ways for trainees to optimize their performance, ultimately leading to better patient care. Methods In this faculty development workshop, faculty groups used six feedback video vignettes scripted, enacted, and produced by residents to arrive at a shared mental model of feedback. During workshop development, we used qualitative analysis for faculty narratives combined with the findings from a focused literature review to define dimensions of feedback. Results Twenty-three faculty (physical medicine and rehabilitation and neurology) participated in seven small-group workshops. Analysis of group discussion notes yielded 343 codes that were collapsed into 25 coding categories. After incorporating the results of a focused literature review, we identified 48 items grouped into 10 dimensions of feedback. Online session evaluation indicated that faculty members liked the workshop's format and thought they were better at providing feedback to residents as a result of the workshop. Discussion Small faculty groups were able to develop a shared mental model of dimensions of feedback that was also grounded in medical education literature. The theme of specificity of feedback was prominent and echoed recent medical education research findings. Defining performance expectations for feedback providers in the form of a practical and psychometrically sound rubric can enhance reliable scoring of feedback performance assessments and should be the next step in our work.
format	article
author	Alex Moroz Anna King Baruch Kim Heidi Fusco Kristin Carmody
author_facet	Alex Moroz Anna King Baruch Kim Heidi Fusco Kristin Carmody
author_sort	Alex Moroz
title	Constructing a Shared Mental Model for Feedback Conversations: Faculty Workshop Using Video Vignettes Developed by Residents
title_short	Constructing a Shared Mental Model for Feedback Conversations: Faculty Workshop Using Video Vignettes Developed by Residents
title_full	Constructing a Shared Mental Model for Feedback Conversations: Faculty Workshop Using Video Vignettes Developed by Residents
title_fullStr	Constructing a Shared Mental Model for Feedback Conversations: Faculty Workshop Using Video Vignettes Developed by Residents
title_full_unstemmed	Constructing a Shared Mental Model for Feedback Conversations: Faculty Workshop Using Video Vignettes Developed by Residents
title_sort	constructing a shared mental model for feedback conversations: faculty workshop using video vignettes developed by residents
publisher	Association of American Medical Colleges
publishDate	2019
url	https://doaj.org/article/d2d5512d8b444954acd953414ce171cc
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Constructing a Shared Mental Model for Feedback Conversations: Faculty Workshop Using Video Vignettes Developed by Residents

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