343
Views
0
CrossRef citations to date
0
Altmetric
Articles

Interprofessional bedside rounding improves quality of feedback to resident physicians

ORCID Icon, , , , &

References

  • ACGME Common Program Requirements. 2020. Chicago (IL): ACGME; [accessed]. https://www.acgme.org/What-We-Do/Accreditation/Common-Program-Requirements.
  • Akl EA, Maroun N, Klocke RA, Schunemann HJ. 2004. A survey of internal medicine residents and faculty about the duration of attendings' inpatient rotations. J Gen Intern Med. 19(11):1133–1139.
  • AmION. 1999. Version 2020. Newton (MA): Spiral Software.
  • Anderson PA. 2012. Giving feedback on clinical skills: are we starving our young? J Grad Med Educ. 4(2):154–158.
  • Bartels J, Mooney CJ, Stone RT. 2017. Numerical versus narrative: a comparison between methods to measure medical student performance during clinical clerkships. Med Teach. 39(11):1154–1158.
  • Bates J, Konkin J, Suddards C, Dobson S, Pratt D. 2013. Student perceptions of assessment and feedback in longitudinal integrated clerkships. Med Educ. 47(4):362–374.
  • Bing-You R, Hayes V, Varaklis K, Trowbridge R, Kemp H, McKelvy D. 2017. Feedback for learners in medical education: what is known? A scoping review. Acad Med. 92(9):1346–1354.
  • Bing-You RG, Paterson J, Levine MA. 1997. Feedback falling on deaf ears: residents' receptivity to feedback tempered by sender credibility. Medical Teacher. 19(1):40–44.
  • Bing-You RG, Ramesh S, Hayes V, Varaklis K, Ward D, Blanco M. 2018. Trainees' perceptions of feedback: validity evidence for two FEEDME (feedback in medical education) instruments. Teach Learn Med. 30(2):162–172.
  • Bing-You RG, Trowbridge RL. 2009. Why medical educators may be failing at feedback. JAMA. 302(12):1330–1331.
  • Campbell JL, Quincy C, Osserman J, Pedersen OK. 2013. Coding in-depth semistructured interviews. Sociol Methods Res. 42(3):294–320.
  • Canavan C, Holtman MC, Richmond M, Katsufrakis PJ. 2010. The quality of written comments on professional behaviors in a developmental multisource feedback program. Acad Med. 85(10 Suppl):S106–S109.
  • Crumlish CM, Yialamas MA, McMahon GT. 2009. Quantification of bedside teaching by an academic hospitalist group. J Hosp Med. 4(5):304–307.
  • Ende J. 1983. Feedback in clinical medical education. JAMA. 250(6):777–781.
  • Ginsburg S, van der Vleuten CP, Eva KW, Lingard L. 2017. Cracking the code: residents' interpretations of written assessment comments. Med Educ. 51(4):401–410.
  • Gittell J. 2009. High performance healthcare: using the power of relationships to achieve quality, efficiency and resilience. 1st ed. New York (NY): McGraw-Hill. Chapter 2, What is relational coordination?
  • Gonzalo JD, Himes J, McGillen B, Shifflet V, Lehman E. 2016. Interprofessional collaborative care characteristics and the occurrence of bedside interprofessional rounds: a cross-sectional analysis. BMC Health Serv Res. 16(1):459–467.
  • Gulbas L, Guerin W, Ryder HF. 2016. Does what we write matter? Determining the features of high- and low-quality summative written comments of students on the internal medicine clerkship using pile-sort and consensus analysis: a mixed-methods study. BMC Med Educ. 16:145.
  • Hallen S, Van der Kloot T, McCormack C, Han PKJ, Lucas FL, Wierda L, Meyer D, Varaklis K, Bing-You R. 2020. Redesigning the clinical learning environment to improve interprofessional care and education: multi-method program evaluation of the iPACE pilot unit. J Grad Med Educ. 12(5):598–610.
  • Hanson JL, Rosenberg AA, Lane JL. 2013. Narrative descriptions should replace grades and numerical ratings for clinical performance in medical education in the United States. Front Psychol. 4:668.
  • Harrison CJ, Könings KD, Dannefer EF, Schuwirth LWT, Wass V, van der Vleuten CPM. 2016. Factors influencing students' receptivity to formative feedback emerging from different assessment cultures. Perspect Med Educ. 5(5):276–284.
  • Holmboe ES. 2004. Faculty and the observation of trainees' clinical skills: problems and opportunities. Acad Med. 79(1):16–22.
  • Holmboe ES, Fiebach NH, Galaty LA, Huot S. 2001. Effectiveness of a focused educational intervention on resident evaluations from faculty a randomized controlled trial. J Gen Intern Med. 16(7):427–434.
  • Holmboe ES, Sherbino J, Long DM, Swing SR, Frank JR. 2010. The role of assessment in competency-based medical education. Med Teach. 32(8):676–682.
  • Institute of Medicine 2003. Current educational activities in the core competencies. In: Greiner AC, Knebel E, editors. Health professions education: a bridge to quality. Washington (DC): National Academies Press; p. 75–91. [accessed 2022 Jan]. https://www.ncbi.nlm.nih.gov/books/NBK221517/.
  • Jackson JL, Kay C, Jackson WC, Frank M. 2015. The quality of written feedback by attendings of internal medicine residents. J Gen Intern Med. 30(7):973–978.
  • Kogan JR, Conforti L, Bernabeo E, Iobst W, Holmboe E. 2011. Opening the black box of clinical skills assessment via observation: a conceptual model. Med Educ. 45(10):1048–1060.
  • Kogan JR, Hatala R, Hauer KE, Holmboe E. 2017. Guidelines: the do's, don'ts and don't knows of direct observation of clinical skills in medical education. Perspect Med Educ. 6(5):286–305.
  • Kogan JR, Holmboe ES, Hauer KE. 2009. Tools for direct observation and assessment of clinical skills of medical trainees: a systematic review. JAMA. 302(12):1316–1326.
  • Lye PS, Biernat KA, Bragg DS, Simpson DE. 2001. A pleasure to work with – an analysis of written comments on student evaluations. Ambul Pediatr. 1(3):128–131.
  • Marcotte L, Egan R, Soleas E, Dalgarno N, Norris M, Smith C. 2019. Assessing the quality of feedback to general internal medicine residents in a competency-based environment. Can Med Ed J. 10(4):e32–e47.
  • MAXQDA Pro 2020. 1995. Version 2020. Berlin: VERBI Software GmbH.
  • Mittal V, Krieger E, Lee BC, Kind T, McCavit T, Campbell J, Ottolini MC, Flores G. 2013. Pediatrics residents' perspectives on family-centered rounds: a qualitative study at 2 children's hospitals. J Grad Med Educ. 5(1):81–87.
  • New Innovations. 1995. Version 2020. Uniontown (OH): New Innovations.
  • Norcini J, Anderson B, Bollela V, Burch V, Costa MJ, Duvivier R, Galbraith R, Hays R, Kent A, Perrott V, et al. 2011. Criteria for good assessment: consensus statement and recommendations from the Ottawa 2010 conference. Med Teach. 33(3):206–214.
  • Osman NY, Walling JL, Mitchell VG, Alexander EK. 2015. Length of attending-student and resident-student interactions in the inpatient medicine clerkship. Teach Learn Med. 27(2):130–137.
  • Products MO. 2018. Version 2016. Redmond (WA): Microsoft Corporation.
  • Raaum SE, Lappe K, Colbert-Getz JM, Milne CK. 2019. Milestone implementation's impact on narrative comments and perception of feedback for internal medicine residents: a mixed methods study. J Gen Intern Med. 34(6):929–935.
  • Rabinowitz R, Farnan J, Hulland O, Kearns L, Long M, Monash B, Bhansali P, Fromme HB. 2016. Rounds today: a qualitative study of internal medicine and pediatrics resident perceptions. J Grad Med Educ. 8(4):523–531.
  • Ricotta DN, Freed JA, Hale AJ. 2020. Things we do for no Reason™: card flipping rounds. J Hosp Med. 15(8):498–501.
  • Shute VJ. 2008. Focus on formative feedback. Rev Educ Res. 78(1):153–189.
  • Tekian A, Park YS, Tilton S, Prunty PF, Abasolo E, Zar F, Cook DA. 2019. Competencies and feedback on internal medicine residents' end-of-rotation assessments over time: qualitative and quantitative analyses. Acad Med. 94(12):1961–1969.
  • Telio S, Ajjawi R, Regehr G. 2015. The “educational alliance” as a framework for reconceptualizing feedback in medical education. Acad Med. 90(5):609–614.
  • Telio S, Regehr G, Ajjawi R. 2016. Feedback and the educational alliance: examining credibility judgements and their consequences. Med Educ. 50(9):933–942.
  • Voyer S, Cuncic C, Butler DL, MacNeil K, Watling C, Hatala R. 2016. Investigating conditions for meaningful feedback in the context of an evidence-based feedback programme. Med Educ. 50(9):943–954.
  • Watling CJ, Kenyon CF, Zibrowski EM, Schulz V, Goldszmidt MA, Singh I, Maddocks HL, Lingard L. 2008. Rules of engagement: residents' perceptions of the in-training evaluation process. Acad Med. 83(10 Suppl):S97–S100.
  • Weinstein DF. 2015. Feedback in clinical education: untying the Gordian knot. Acad Med. 90(5):559–561.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.