文章基本信息

标题：Cut Down, Continue, Commence: Resident and Attending Perceptions of a Standardized, Face-to-Face Feedback System
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作者：Emily Liang ; Surbhi Singhal ; Jingkun Yang 等
期刊名称：MedEdPublish
电子版ISSN：2312-7996
出版年度：2021
卷号：10
期号：1
页码：1-8
DOI：10.15694/mep.2021.000001.1
出版社：Association for Medical Education in Europe (AMEE)
摘要：Introduction: Standardized feedback systems, such as "Stop, Start, and Continue" can improve written feedback quality, but their effect on verbal feedback is not well known. Objective: To evaluate resident and attending perceptions of feedback before and after implementation of a standardized feedback model for inpatient rotations. Methods: N=65 internal medicine residents and N=16 attendings rotating on a general wards teaching service between 9/2018-12/2018 at a single academic center participated in this study. We evaluated the implementation of a standardized feedback system called the 3 C’s ("Continue, Cut-Down, Commence"). Participants were sent surveys regarding feedback pre- and post- intervention. Survey items included perceptions of feedback frequency, quality, and duration. Results: Survey response rates were 52.3% for pre-intervention/post-intervention residents, 93.8% for preintervention attendings, and 81.3% for post-intervention attendings. Only 36% of attendings reported using a formalized system for in-person feedback before the intervention, while 76% of attendings reported using the 3 C’s method after the intervention. Residents reported higher satisfaction with verbal feedback (χ2=4.3, df=1, p=0.03) and feedback quality related to medical knowledge (χ2=4.31, df=1, p=0.037) following the intervention. Residents reported participating in verbal feedback less often than attendings in both the pre-intervention (p=0.003) and postintervention periods (p<0.001). Attendings did not report a perceived improvement in feedback frequency or quality following the intervention. Discussion: Standardized feedback systems may improve resident satisfaction with verbal feedback without significantly impacting attending perceptions of feedback quality. Even after the implementation of standardized feedback, residents may perceive they participate in verbal feedback less frequently than attendings.