Assessment of Faculty and Resident Views on Resident Surgical Feedback

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Abstract

BACKGROUND:

Expert feedback has been identified as an important tool for acquisition of technical skill. The aim of this study is to assess the resident and faculty perceptions regarding operative feedback.

METHODS:

Faculty (academic and community practices) and residents were asked to take an anonymous survey regarding surgical feedback. The survey addressed the timing, amount, specificity, satisfaction, definition and importance of feedback. Participants were also questioned regarding the importance and frequency of feedback in areas such as pre-operative planning, intra-operative communication, respect for tissue, efficiency, instrument handling, knowledge of procedural steps and knowledge of anatomy.

RESULTS:

There were 23 study respondents (17 residents, 6 academic faculty, 0 community faculty). There was a significant difference in faculty and resident scores in the survey overall (P<.0001). Faculty perception on the timing of feedback was higher than that of residents (P=.0146). There was no difference in perception of the importance of feedback with regards to pre-operative planning, efficiency, instrument handling and knowledge of anatomy, however there was a difference in faculty and resident perception of the actual provision of feedback in all but one area of feedback (all P values<0.05).

DISCUSSION:

Faculty and residents both agree on the importance of surgical feedback, however there is a difference in the perception of provision of surgical feedback between faculty and residents. Perhaps this disparity can be rectified by implementation and adherence to procedure specific assessment tools by both faculty and residents.

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