Radiologist preferences for faculty development initiatives to improve resident feedback in the era of competency-based medical education

References

• The Royal College of Physicians and Surgeons of Canada. Competence by design: reshaping Canadian medical education. Ottawa (ON): Royal College of Physicians and Surgeons of Canada; 2014.
   Google Scholar
• Kwan BYM, Mbanwi A, Cofie N, et al. Creating a competency-based medical education curriculum for Canadian diagnostic radiology residency (Queen’s fundamental innovations in residency education)—Part 1: transition to discipline and foundation of discipline stages. Can Assoc Radiol J. 2021;72(3):372–12. doi: 10.1177/0846537120983082
   PubMed Web of Science ®Google Scholar
• Frank JR, Snell LS, Cate OT, et al. Competency based medical education: theory to practice. Med Teach. 2010;32(8):638–645. doi: 10.3109/0142159X.2010.501190
   PubMed Web of Science ®Google Scholar
• George SJ, Manos S, Wong KK. Preparing for CBME: how often are faculty observing residents? Paediatr Child Health. 2021;26(2):88–92. doi: 10.1093/pch/pxaa164
   PubMed Web of Science ®Google Scholar
• Van Melle E, Frank JR, Holmboe ES, et al. A core components framework for evaluating implementation of competency-based medical education programs. Acad Med. 2019;94(7):1002–1009. doi: 10.1097/ACM.0000000000002768
   PubMed Web of Science ®Google Scholar
• Gauthier S, Braund H, Dalgarno N, et al. Assessment-seeking strategies: navigating the decision to initiate workplace-based assessment. Teach Learn Med. 2023 Jun 29:1–10. doi: 10.1080/10401334.2023.2229803
   PubMed Web of Science ®Google Scholar
• Mishra S, Chung A, Rogoza C, et al. Creating a competency-based medical education curriculum for Canadian diagnostic radiology residency (Queen’s fundamental innovations in residency education)-Part 2: core of discipline stage. Can Assoc Radiol J. 2021;72(4):678–685. doi: 10.1177/0846537120983083
   PubMed Web of Science ®Google Scholar
• Chung AD, Kwan BYM, Wagner N, et al. An adaptation-focused evaluation of Canada’s first competency-based medical education implementation in radiology. Eur J Radiol. 2022;147:110109. doi: 10.1016/j.ejrad.2021.110109
   PubMed Web of Science ®Google Scholar
• Tomiak A, Braund H, Egan R, et al. Exploring how the new entrustable professional activity assessment tools affect the quality of feedback given to medical oncology residents. J Cancer Educ. 2019;35(1):165–177. doi: 10.1007/s13187-018-1368-1
   Web of Science ®Google Scholar
• Hajar T, Wanat KA, Fett N. Survey of resident physician and attending physician feedback perceptions: there is still work to be done. Dermatol Online J. 2019;25(12). doi: 10.5070/D32512046687
   Google Scholar
• Rizwan AP, Cofie N, Mussari B, et al. What is the minimum? A survey in procedural competency in diagnostic radiology in the era of competency based medical education. Can Assoc Radiol J. 2022;73(2):422–425. doi: 10.1177/08465371211040262
   PubMed Web of Science ®Google Scholar
• Hamza DM, Hauer KE, Oswald A, et al. Making sense of competency-based medical education (CBME) literary conversations: a BEME scoping review: BEME guide no. 78. Med Teach. 2023;45(8):802–815. doi: 10.1080/0142159X.2023.2168525
   PubMed Web of Science ®Google Scholar
• Clement EA, Oswald A, Ghosh S, et al. Exploring the quality of feedback in entrustable professional activity narratives across 24 residency training programs. J Grad Med Educ. 2024 Feb;16(1):23–29. doi: 10.4300/JGME-D-23-00210.1 Epub 2024 Feb 17. PMID: 38304587; PMCID: PMC10829927.
   PubMedGoogle Scholar
• Branfield Day L, Miles A, Ginsburg S, et al. Resident perceptions of assessment and feedback in competency-based medical education: a focus group study of one internal medicine residency program. Acad Med. 2020 Nov;95(11):1712–1717. doi: 10.1097/ACM.0000000000003315 PMID: 32195692.
   PubMed Web of Science ®Google Scholar
• Wong L, Chung AD, Rogoza C, et al. Peering into the future: a first look at the CBME transition to practice stage in diagnostic radiology. Acad Radiol. 2023;30(10):2406–2417. doi: 10.1016/j.acra.2023.06.013
   PubMed Web of Science ®Google Scholar
• Salerno SM, Jackson JL, O’Malley PG. Interactive faculty development seminars improve the quality of written feedback in ambulatory teaching. J Gen Intern Med. 2003;18(10):831–834. doi: 10.1046/j.1525-1497.2003.20739.x
   PubMed Web of Science ®Google Scholar
• Pincavage A, Cifu A. Faculty member feedback reports. Clin Teach. 2015;12(1):50–54. doi: 10.1111/tct.12246
   PubMedGoogle Scholar
• Chiu A, Lee GB. Assessment and feedback methods in competency-based medical education. Ann Allergy Asthma Immunol. 2021 Dec;127(6):681–687. doi: 10.1016/j.anai.2021.12.010 PMID: 34813912.
   Google Scholar
• Hanson JL, Rosenberg AA, Lane JL. Narrative descriptions should replace grades and numerical ratings for clinical performance in medical education in the United States. Front Psychol. 2013;4:668. doi: 10.3389/fpsyg.2013.00668 eCollection 2013. PMID: 24348456; PMCID: PMC3842007.
   PubMed Web of Science ®Google Scholar
• Cheung K, Rogoza C, Chung AD, et al. Analyzing the administrative burden of competency based medical education. Can Assoc Radiol J. 2022 May;73(2):299–304. doi: 10.1177/08465371211038963 Epub 2021 Aug 27. PMID: 34449283.
   PubMed Web of Science ®Google Scholar
• Chacko TV. Giving feedback in the new CBME curriculum paradigm: principles, models and situations where feedback can be given. JETHS. 2022;8(3):76–82. doi: 10.18231/j.jeths.2021.016
   Google Scholar
• Matthiesen M, Kelly MS, Dzara K, et al. Medical residents and attending physicians’ perceptions of feedback and teaching in the United States: a qualitative study. J Educ Eval Health Prof. 2022;19:9. doi: 10.3352/jeehp.2022.19.9
   PubMed Web of Science ®Google Scholar
• Hartford W, Nimmon L, Stenfors T. Frontline learning of medical teaching: “you pick up as you go through work and practice”. BMC Med Educ. 2017 Sep 19;17(1):171. doi: 10.1186/s12909-017-1011-3
   PubMedGoogle Scholar
• Steinert Y, Mann K, Centeno A, et al. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME guide no. 8. Med Teach. 2006;28(6):497–526. doi: 10.1080/01421590600902976
   PubMed Web of Science ®Google Scholar
• Mitchell JD, Holak EJ, Tran HN, et al. Are we closing the gap in faculty development needs for feedback training? J Clin Anesth. 2013;25(7):560–564. doi: 10.1016/j.jclinane.2013.05.005
   PubMed Web of Science ®Google Scholar
• Johnson CE, Keating JL, Boud DJ, et al. Identifying educator behaviours for high quality verbal feedback in health professions education: literature review and expert refinement. BMC Med Educ. 2016 Mar 22;16(1):96. doi: 10.1186/s12909-016-0613-5
   PubMedGoogle Scholar
• Nestel, D. Advancing surgical education: theory, evidence and practice. 1st ed. Singapore: Springer; 2019. p. 978–981–13–3127–5, 978–981–13–3128–2.
   Google Scholar
• Berk RA. Start spreading the news: use multiple sources of evidence to evaluate teaching. J Fac Dev. 2018;32(1):73–81.
   Google Scholar
• Khan AM, Gupta P, Singh N, et al. Evaluation of a faculty development workshop aimed at development and implementation of a competency-based curriculum for medical undergraduates. J Fam Med Prim Care. 2020 May 31;9(5):2226–2231. doi: 10.4103/jfmpc.jfmpc_17_20 PMID: 32754478; PMCID: PMC7380743.
   PubMedGoogle Scholar
• Choi HH, Clark J, Jay AK, et al. Minimizing barriers in learning for on-call radiology residents—end-to-End web-based resident feedback system. J Digit Imaging. 2018;31(1):117–123. doi: 10.1007/s10278-017-0015-1
   PubMed Web of Science ®Google Scholar
• Tanaka P, Bereknyei Merrell S, Walker K, et al. Implementation of a needs-based, online feedback tool for anesthesia residents with subsequent mapping of the feedback to the ACGME milestones. Anesth Analg. 2017;124(2):627–635. doi: 10.1213/ANE.0000000000001647
   PubMed Web of Science ®Google Scholar
• Tenny SO, Schmidt KP, Thorell WE. Pilot project to assess and improve neurosurgery resident and staff perception of feedback to residents for self-improvement goal formation. J Neurosurg. 2020;132(4):1261–1264. doi: 10.3171/2018.11.JNS181664
   Web of Science ®Google Scholar
• Gray TG, Hood G, Farrell T. The results of a survey highlighting issues with feedback on medical training in the United Kingdom and how a smartphone app could provide a solution. BMC Res Notes. 2015;8(1):653. doi: 10.1186/s13104-015-1649-z
   PubMedGoogle Scholar
• Topps D, Evans RJ, Thistlethwaite JE, et al. The one minute mentor: a pilot study assessing medical students’ and residents’ professional behaviours through recordings of clinical preceptors’ immediate feedback. Educ Health (Abingdon). 2009;22(1):189.
   PubMedGoogle Scholar
• Wouda JC, Van De Wiel HBM. The effects of self-assessment and supervisor feedback on residents’ patient-education competency using videoed outpatient consultations. Patient Education And Counseling. 2014;97(1):59–66. doi: 10.1016/j.pec.2014.05.023
   PubMed Web of Science ®Google Scholar
• Albano S, Quadri SA, Farooqui M. et al. Resident perspective on feedback and barriers for use as an educational tool. Cureus. 2019 May 10;11(5):e4633. doi: 10.7759/cureus.4633 PMID: 31312559; PMCID: PMC6623994.
   PubMed Web of Science ®Google Scholar
• Delva D, Sargeant J, Miller S, et al. Encouraging residents to seek feedback. Med Teach. 2013;35(12):e1625–e1631. doi: 10.3109/0142159X.2013.806791
   PubMed Web of Science ®Google Scholar
• Karm M, Sarv A, Groccia J. The relationship between students’ evaluations of teaching and academics professional development. J Further Higher Educ. 2022;46(8):1161–1174. doi: 10.1080/0309877X.2022.2057214
   Web of Science ®Google Scholar
• Pugh D, Cavalcanti RB, Halman S, et al. Using the entrustable professional activities framework in the assessment of procedural skills. J Grad Med Educ. 2017;9(2):209–214. doi: 10.4300/JGME-D-16-00282.1
   PubMedGoogle Scholar
• Mueller AS, Jenkins TM, Osborne M, et al. Gender differences in attending physicians’ feedback to residents: a qualitative analysis. J Grad Med Educ. 2017 Oct;9(5):577–585. doi: 10.4300/JGME-D-17-00126.1
   PubMedGoogle Scholar
• Jones Y, Murray P, Strader R, et al. Gender and feedback in medical education [version 1]. MedEdpublish. 2018;7:35. doi: 10.15694/mep.2018.0000035.1
   Google Scholar
• Loeppky C, Babenko O, Ross S. Examining gender bias in the feedback shared with family medicine residents. Educ Prim Care. 2017;28(6):319–324. doi: 10.1080/14739879.2017.1362665
   PubMed Web of Science ®Google Scholar