496 - Pediatric residents' perception of feedback on teaching skills: A mixed methods needs assessment

Monday, May 1, 2023

9:30 AM – 11:30 AM ET

Poster Number: 496
Publication Number: 496.422

Adam DeLong, NewYork-Presbyterian Morgan Stanley Children's Hospital, New York, NY, United States; Marina Catallozzi, Columbia University Irving Medical Center, New York, NY, United States; Caroline Paul, NYU Grossman School of Medicine, New York Cigy, NY, United States; Marguerite Costich, Columbia University Vagelos College of Physicians and Surgeons, New York, NY, United States; Suzanne Friedman, Columbia University Vagelos College of Physicians and Surgeons, New York, NY, United States

Presenting Author(s)

Adam DeLong, MD (he/him/his)

Resident Physician
NewYork-Presbyterian Morgan Stanley Children's Hospital
New York, New York, United States

Background: Many residency programs have developed Resident as Teacher (RAT) programs to improve teaching skills without a mechanism for feedback on these skills. Workplace-based Assessments (WBAs) have been widely implemented in undergraduate medical education as a means of providing real-time feedback and assessing change over time. WBAs may be an accessible and effective mechanism for the provision of formative feedback on resident teaching skills.

Objective: To understand resident perspectives on format and receipt of feedback on teaching skills.

Design/Methods:

All 2^nd and 3^rd year pediatric residents at an urban tertiary care teaching hospital were asked to complete a 13-item survey focusing on teaching skills and feedback. Semi-structured interviews regarding teaching and feedback experiences were conducted with a subset of self-selected 3rd year residents. Survey and interview questions underwent an iterative development process with the input of senior residents and medical education experts as reviewers to establish clarity and content/construct validity. Interview transcriptions were coded using NVivo software by 2 investigators (interrater reliability = 0.68).

Results:

61% of eligible residents completed the survey (29/47). A Likert scale determined agreement or disagreement, and the majority of senior residents agreed that they could provide teaching to interns and medical students (93%,100% respectively); that feedback about their own teaching is important (97%); and that they grew as teachers secondary to teaching experiences in residency (87%). Feedback on teaching was not given at regular intervals, timely, specific, or actionable (82, 72, 69 and 55%, respectively) (Table 1). Interviews reflected 4 major themes: 1) the importance of developing residents for their role as teachers; 2) the current state of teaching feedback including sources and missed opportunities; 3) optimizing resident feedback via timely, actionable and standardized feedback from varied sources to provide longitudinal skill perspective; 4) limitations and barriers to provision of feedback on teaching (Table 2).

Conclusion(s):

Standardized feedback for resident teaching skills is limited. Pediatric residents in our institution are interested in feedback on the skills they are developing through RAT curricula, particularly from their learners. WBAs provide a method that would address the standard, timely, longitudinal and actionable feedback from learners and experts that residents identify as priorities. Creation, pilot testing and implementation of WBAs will determine their feasibility and effectiveness for RAT skills.