ArticleJournal of graduate medical education2015
Barriers and Facilitators to Effective Feedback: A Qualitative Analysis of Data From Multispecialty Resident Focus Groups.
Article in Journal of graduate medical education, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 46 papers.
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Who cites it
46 citing papers in PubMed.
- Evaluating the SPIKES Model for Improving Peer-to-Peer Feedback Among Internal Medicine Residents: a Randomized Controlled Trial.Journal of general internal medicine · 2021Trial
- Beyond receiving: feedback literacy as a catalyst for resident growth, a scoping review.Medical education online · 2026Article
- Improving Faculty Performance in Providing Written Feedback to Learners.AEM education and training · 2026Article
- Education Research: Quality of Narrative Feedback Generated by a Large Language Model Compared With Expert Faculty for Case-Based Learning in Neurology Education.Neurology. Education · 2026Article
- Development of a Deep Learning-Based Feedback Model to Assist Medical Students Learning Renal Ultrasound Acquisition: Mixed Methods Study.JMIR medical education · 2026Article
- Determinants of effective feedback on educational performance of faculty members based on their own experiences: a content analysis study.BMC medical education · 2026Article
- Narrative comments in internal medicine clerkship evaluations: room to grow.Medical education online · 2025Article
- Feedback gap and strategies for handling criticism in early surgical career.Surgery open science · 2025Article
- Education Research: Bedside Rounding Alliance for Internal Medicine & Neurology (BRAINs): A Trainee-Led Program to Promote Residents' Confidence With Neurology.Neurology. Education · 2025Article
- Improving Medical Student Surgery Notes Through Near-Peer Targeted Education: A Qualitative Analysis.The Journal of surgical research · 2025Article
- Transforming Feedback into Learning Throughout the Trajectory of Competency Based Medical Education.Indian pediatrics · 2025Review
- Exploring the Relationship Between Clinical Supervision and Well-Being in the Otolaryngology Residency Board in Saudi Arabia.Healthcare (Basel, Switzerland) · 2025Article
- Building bridges in the emergency room: educational alliances between junior residents and attending physicians.Frontiers in medicine · 2025Article
- Navigating the complexities of teaching rounds: balancing educational and patient-centered objectives.Frontiers in medicine · 2025Article
- Through the Looking Glass: Comparing Hospitalists' and Internal Medicine Residents' Perceptions of Feedback.Cureus · 2024Article
- Translation and psychometric evaluation of composite feedback-seeking behavior questionnaire among Iranian medical residents.BMC medical education · 2024Article
- A systematic scoping review of group reflection in medical education.BMC medical education · 2024Article
- Better Together: Development and Implementation of Fellow Group Evaluations of Faculty.ATS scholar · 2023Article
- Feedback in Medical Education: An Evidence-based Guide to Best Practices from the Council of Residency Directors in Emergency Medicine.The western journal of emergency medicine · 2023Review
- Examining enablers and barriers to entrustable professional activity acquisition using the theoretical domains framework: A qualitative framework analysis study.AEM education and training · 2023Article
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundDespite the importance of feedback, the literature suggests that there is inadequate feedback in graduate medical education.
objectiveWe explored barriers and facilitators that residents in anesthesiology, emergency medicine, obstetrics and gynecology, and surgery experience with giving and receiving feedback during their clinical training.
methodsResidents from 3 geographically diverse teaching institutions were recruited to participate in focus groups in 2012. Open-ended questions prompted residents to describe their experiences with giving and receiving feedback, and discuss facilitators and barriers. Data were transcribed and analyzed using the constant comparative method associated with a grounded theory approach.
resultsA total of 19 residents participated in 1 of 3 focus groups. Five major themes related to feedback were identified: teacher factors, learner factors, feedback process, feedback content, and educational context. Unapproachable attendings, time pressures due to clinical work, and discomfort with giving negative feedback were cited as major barriers in the feedback process. Learner engagement in the process was a major facilitator in the feedback process.
conclusionsResidents provided insights for improving the feedback process based on their dual roles as teachers and learners. Time pressures in the learning environment may be mitigated by efforts to improve the quality of teacher-learner relationships. Forms for collecting written feedback should be augmented by faculty development to ensure meaningful use. Efforts to improve residents' comfort with giving feedback and encouraging learners to engage in the feedback process may foster an environment conducive to increasing feedback.
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