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Multicenter Study
. 2019 May 29;19(1):174.
doi: 10.1186/s12909-019-1597-8.

Clinical learning in the context of uncertainty: a multi-center survey of emergency department residents' and attending physicians' perceptions of clinical feedback

Chung-Hsien Chaou  1   2 , Yu-Che Chang  3   4 , Shiuan-Ruey Yu  3 , Hsu-Min Tseng  3   5 , Cheng-Ting Hsiao  3   6 , Kuan-Han Wu  7 , Lynn Valerie Monrouxe  3 , Roy Ngerng Yi Ling  3
Affiliations
Multicenter Study

Clinical learning in the context of uncertainty: a multi-center survey of emergency department residents' and attending physicians' perceptions of clinical feedback

Chung-Hsien Chaou et al. BMC Med Educ. .

Abstract

Background: Feedback is an essential part of clinical teaching and learning, yet it is often perceived as unsatisfactory in busy clinical settings. Clinical teachers need to balance the competing demands of clinical duty and feedback provision. The influence of the clinical environment and the mutual relationship between feedback giving and seeking has been inadequately investigated. This study therefore aimed to quantify the adequacy, perceptions, and influential factors of feedback provision during resident training in emergency departments (EDs).

Methods: A multicenter online questionnaire study was undertaken. The respondents comprised ED residents and clinical teachers from four teaching hospitals in Taiwan. The questionnaire was developed via an expert panel, and a pilot study ensured validity. Ninety clinical teachers and 54 residents participated.

Results: The respondents reported that the majority of feedback, which usually lasted 1-5 min, was initiated by the clinical teachers. Feedback satisfaction was significantly lower for the clinical teachers than for the residents (clinical teachers M = 13.8, SD = 1.83; residents M = 15.3, SD = 2.14; p < 0.0001), and positive feedback was provided infrequently in clinical settings (31.1%). Both groups of participants admitted hesitating between providing/seeking feedback and completing clinical work. Being busy, the teachers' clinical abilities, the learners' attitudes, and the relationship between both parties were reported as the most influential factors in feedback provision.

Conclusion: ED clinical feedback provision is often short, circumstantial, and initiated by clinical teachers. Providing or seeking feedback appears to be an important part of clinical learning in the context of uncertainty. The importance of the relationship between the feedback seeker and the provider highlights the interactive, reciprocal nature of clinical feedback provision.

Keywords: Emergency department; Feedback; Postgraduate training; Questionnaire survey; Residency.

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Conflict of interest statement

The authors declare that they have no competing interests.

Figures

Fig. 1
Fig. 1
Perceptions of clinical feedback provision among the residents and clinical teachers in terms of (a) overall satisfaction and (b) specific feedback content
Fig. 2
Fig. 2
Perceptions of the influential factors affecting the willingness to provide or seek feedback: (a) responses from the clinical teachers (faculty members), (b) responses from the residents. * Statistically significant difference using Wilcoxon rank-sum test
See this image and copyright information in PMC

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