Impact of Faculty Development on Feedback of OBGYN Resident Performance

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Abstract

PURPOSE:

To improve the quantity and quality of faculty feedback on OBGYN resident performance.

BACKGROUND:

Resident performance feedback is a faculty expectation and an ACGME requirement. In 2015 our residency program received a score of 68% compliance for resident satisfaction with feedback after assignments, and identified a need for improvement.

METHODS:

A 30-minute didactic educational intervention on meaningful feedback was administered to the 19 residents and 19 faculty in our program. Immediately before and 3 months after the intervention, all OBGYN residents and faculty completed a questionnaire regarding quantity and quality of oral and written feedback after surgical and non-surgical encounters. Paired t test was performed comparing pre- and post-intervention data.

RESULTS:

Eighty-nine percent of residents and 95% of faculty participated in the intervention, and 100% in each group completed the pre- and post-intervention questionnaires. The percent of residents reporting “some” or “a lot” of oral feedback increased from 58% to 79% (P=.05). The percent of faculty reporting they provided “some” or “a lot” of oral feedback increased slightly from 83% to 95% (P=.19). The quantity of written feedback reported by residents did not improve (43% pre and post) and by faculty improved slightly from 48% to 61% (P=.28). The perceived quality of oral and written feedback did not improve.

DISCUSSION:

A short educational intervention was associated with marked improvement in the quantity of oral feedback but was not associated with improvements in written feedback nor the perceived quality of feedback from faculty to residents.

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