Session Design Submission Review

No

Yes

Feedback is a critical component of the learning process in a clinical setting. During clinical rotations in medical school and throughout residency, the majority of learning takes place through work-based learning, case-based learning, problem-solving, and hands-on practical experience. As such, feedback is crucial to inform residents about their accomplishments and what needs improvement. Although trainees do not have control over who, how, or when feedback is delivered, even “bad” feedback could offer valuable information.

Negative feedback, though necessary, often triggers feelings of stress, embarrassment, humiliation, or anger, likely contributing to the absence of a feedback-seeking culture identified in the clinical setting.

Research shows that a minority of surgical residents report receiving regular feedback and less than half report that feedback is consistently delivered at suitable times and locations, is sufficiently clear or includes actionable plans for improvement. Furthermore, the majority agree that faculty have insufficient skills to deliver feedback effectively, and that peer-to-peer feedback has been identified as a primary source of feedback among residents.

Researchers of feedback in undergraduate medical education note similar challenges, such as general and brief comments, delayed observations, public comments that can be perceived as shaming, and feedback offered in frustration. Although high-quality, evidence-based recommendations for giving feedback are emerging in the literature, an educational gap remains on how to handle receiving negative feedback and the accompanying emotions. Providing trainees with a framework for receiving negative feedback– even poorly delivered–can give them control over their learning, reduce stress and negative emotions, and improve their feedback experience.

This workshop aims to offer educators an approach for teaching medical students or residents how to get the most out of feedback in a way that mitigates the stress reaction and maximizes growth. Participants will observe a “training session” and facilitate their own “training session” using a Feedback Management Framework provided. Small groups will strategize how to integrate the training into their own curriculum.

90-minute workshop

Yes

Yes

Participants will be able to assess learners’ capacity to manage negative feedback from peers and educators

Participants will be able to understand the principles–offered in an actionable framework–of teaching learners to manage negative feedback

Participants will be able to generate a plan to engage learners in a workshop about receiving feedback, using off-the-shelf curricula