Purpose: To determine if use of a validated feedback tool affects the views and attitudes surrounding feedback and clinical performance among OB/GYN residents and faculty.
Background: Residents in OB/GYN are expected to show proficiency in various competencies outlined by the ACGME, including procedural skills. Frequent and specific feedback allows residents to identify their strengths and weaknesses so they can develop their skills. There is a demonstrated mismatch between what faculty and residents consider adequate feedback, which may negatively affect both performance and overall perceptions about feedback.
Methods: The myTipReport mobile application was implemented from March to December 2021 at a single academic institution’s OB/GYN program among faculty and PGY 1-4 residents. During the study period, attendings completed postoperative feedback forms within the application that rated residents on each step of the indexed case as well as overall perceived surgical autonomy. A pre- and post-intervention survey was administered to residents regarding their perceptions about feedback.
Results: Twenty-four residents completed pre- and post- intervention surveys. Residents reported statistically significant improvement in receiving both sufficient and specific-enough feedback for directing learning (p< 0.001). Resident satisfaction with feedback regarding clinical performance was also improved (p=0.036). When evaluating specific procedure components, residents reported improvement in both knowledge and ownership over procedures.
Discussions: This study demonstrates that use of a real-time feedback tool can improve resident procedural comfort and motivation towards directed learning. Feedback is one of the most valuable tools in medical education. Bridging the gap between learner and faculty perceptions of feedback can pave the way towards competency-based education.
Topics: CREOG & APGO Annual Meeting, 2023, Student, Resident, Faculty, Clerkship Director, Clerkship Coordinator, Osteopathic Faculty, Residency Director, Residency Coordinator, Medical Knowledge, Interpersonal & Communication Skills, Practice-Based Learning & Improvement, GME, Assessment, Quality & Safety, Team-Based Learning, General Ob-Gyn,
Emad Elsamadicy, MD, MS, FACOG; Vanderbilt University School of Medicine; Samantha Selhorst, BS; Hooman Tadbiri, MD, MSc, MPH; Siddharth Hariharan, MD; Andrea Desai, MD; ,
