Multi-source Feedback: Everyone Has A Say, But Who is Listening?
CPS ePoster Library. Yama B. Jun 25, 2015; 99174; 112
Dr. Brie Yama
Dr. Brie Yama
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multiple groups of assessors, including those who do not traditionally have a hierarchal responsibility to evaluate physicians. Allied health care professionals, administrative staff, colleagues, patients and their families contribute to the formative assessment of physicians through the completion of standardized forms that are compiled and then reviewed by the individual being assessed. Theoretically, the feedback collectively provides a thorough view of physician performance in the daily practice of the CanMEDs Roles, which traditionally are particularly difficult to assess.
Objective: To explore perceptions of multi-source feedback and prerequisites to an effective multi-source feedback program in postgraduate medical education from the perspectives of both paediatric residents and allied health care professionals.
Design/Methods: This exploratory case study utilized a paediatric inpatient unit where multi-source feedback has not yet been implemented as part of a needs assessment. Three focus groups were conducted with purposefully recruited participants from 3 distinct groups: junior paediatric residents, senior paediatric residents, and allied health care professionals. Discussions were audio recorded, transcribed and analyzed with thematic analysis.
Results: Both residents and allied health care professionals expressed a strong interest in the concept of multi-source feedback. However, more in depth discussions identified barriers to residents' acceptance of, and allied health care professionals’ provision of feedback. Interpersonal dynamics, concerns about (mis)understanding of roles and responsibilities and power hierarchies were identified as barriers to both accepting and providing feedback. Interest in opportunities to engage in bi-directional feedback amongst allied health care providers and residents were expressed by all 3 focus groups.
Conclusions: The identified barriers and prerequisites to providing and accepting multisource feedback suggest limits to the efficacy of the multisource feedback process. As we move toward competence by design in medical education, our findings suggest that these factors should be considered in the design and implementation of multisource feedback programs.
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