Dataset Information

Internal Medicine Residents' Perspectives on Receiving Feedback in Milestone Format.

ABSTRACT:

Background

In contrast to historical feedback, which was vague or provided residents' numerical scores without clear meaning, milestone-based feedback is focused on specific knowledge, skills, and behaviors that define developmental trajectory. It was anticipated that residents would welcome the more specific and actionable feedback provided by the milestone framework, but this has not been studied.

Objective

We assessed internal medicine (IM) residents' perceptions of receiving feedback in the milestone framework, particularly assessing perception of the utility of milestone-based feedback compared to non-milestone-based feedback.

Methods

We surveyed a total of 510 IM residents from 7 institutions. Survey questions assessed resident perception of milestone feedback in identifying strengths, weaknesses, and trajectory of professional development. Postgraduate years 2 and 3 (PGY-2 and PGY-3) residents were asked to compare milestones with prior methods of feedback.

Results

Of 510 residents, 356 (69.8%) responded. Slightly less than half of the residents found milestone-based feedback "extremely useful" or "very useful" in identifying strengths (44%), weaknesses (43%), specific areas for improvement (45%), and appropriate education progress (48%). Few residents found such feedback "not very useful" or "not at all useful" in these domains. A total of 51% of PGY-2 and PGY-3 residents agreed that receiving milestone-based feedback was more helpful than previous forms of feedback.

Conclusions

IM residents are aware of the concepts of milestones, and half of the residents surveyed found milestone feedback more helpful than previous forms of feedback. More work needs to be done to understand how milestone-based feedback could be delivered more effectively to enhance resident development.

SUBMITTER: Angus S

PROVIDER: S-EPMC4512793 | biostudies-literature | 2015 Jun

REPOSITORIES: biostudies-literature

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Publications

Internal Medicine Residents' Perspectives on Receiving Feedback in Milestone Format.

Angus Steven S Moriarty John J Nardino Robert J RJ Chmielewski Amy A Rosenblum Michael J MJ

Journal of graduate medical education 20150601 2

<h4>Background</h4>In contrast to historical feedback, which was vague or provided residents' numerical scores without clear meaning, milestone-based feedback is focused on specific knowledge, skills, and behaviors that define developmental trajectory. It was anticipated that residents would welcome the more specific and actionable feedback provided by the milestone framework, but this has not been studied.<h4>Objective</h4>We assessed internal medicine (IM) residents' perceptions of receiving f ...[more]

PMID: 26221438

Similar Datasets

Project description:BackgroundFeedback is a critical element of graduate medical education. Narrative comments on evaluation forms are a source of feedback for residents. As a shared mental model for performance, milestone-based evaluations may impact narrative comments and resident perception of feedback.ObjectiveTo determine if milestone-based evaluations impacted the quality of faculty members' narrative comments on evaluations and, as an extension, residents' perception of feedback.DesignConcurrent mixed methods study, including qualitative analysis of narrative comments and survey of resident perception of feedback.ParticipantsSeventy internal medicine residents and their faculty evaluators at the University of Utah.ApproachFaculty narrative comments from 248 evaluations pre- and post-milestone implementation were analyzed for quality and Accreditation Council for Graduate Medical Education competency by area of strength and area for improvement. Seventy residents were surveyed regarding quality of feedback pre- and post-milestone implementation.Key resultsQualitative analysis of narrative comments revealed nearly all evaluations pre- and post-milestone implementation included comments about areas of strength but were frequently vague and not related to competencies. Few evaluations included narrative comments on areas for improvement, but these were of higher quality compared to areas of strength (p < 0.001). Overall resident perception of quality of narrative comments was low and did not change following milestone implementation (p = 0.562) for the 86% of residents (N = 60/70) who completed the pre- and post-surveys.ConclusionsThe quality of narrative comments was poor, and there was no evidence of improved quality following introduction of milestone-based evaluations. Comments on areas for improvement were of higher quality than areas of strength, suggesting an area for targeted intervention. Residents' perception of feedback quality did not change following implementation of milestone-based evaluations, suggesting that in the post-milestone era, internal medicine educators need to utilize additional interventions to improve quality of feedback.

Dataset Information

Internal Medicine Residents' Perspectives on Receiving Feedback in Milestone Format.

Background

Objective

Methods

Results

Conclusions

Publications

Internal Medicine Residents' Perspectives on Receiving Feedback in Milestone Format.

Similar Datasets

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