• 61. IMPROVING THE APPROACH TO FELLOWSHIP TRAINEE FEEDBACK

    23 days ago - By Academic Pediatrics

    Giving and receiving feedback are difficult but necessary skills in medical training. We identified a need for improved feedback based on decreased learner satisfaction on our annual ACGME survey. In an anonymous survey, 2018-19 infectious disease fellows reported receiving formal feedback from 52.4% of their inpatient clinical experiences with faculty.
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  • 67. DOES PROVIDING CONSISTENT FEEDBACK IMPROVE THE PERCEIVED QUALITY OF MORNING REPORT?

    23 days ago - By Academic Pediatrics

    Pediatric residents nationwide present at educational conferences such as morning report. These conferences are an important piece of the didactic structure at many programs and are perceived as valuable for resident education. Additionally, presentations serve as an opportunity for residents to improve their teaching skills. Unfortunately, 75% of residents in our program reported they did not receive feedback regarding their presentations, making it difficult to improve their educational skills.
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  • 68. BRINGING FEEDBACK TO FRUITION: A FOCUSED INTERVENTION TO CREATE AN EFFECTIVE RESIDENT FEEDBACK CULTURE

    23 days ago - By Academic Pediatrics

    Residents value feedback as a way to understand and improve their performance, however most trainees receive inadequate feedback. In our institution, one third of senior residents and interns report receipt of peer-to-peer feedback. Barriers to effective feedback include time, inadequate peer training, unactionable feedback, discomfort and lack of a reciprocal conversation. Implementation of a standardized process that limits these barriers may provide residents with an improved feedback experience.
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  • 69. IMPROVING DOCUMENTATION RATES OF FEEDBACK GIVEN TO PEDIATRIC RESIDENTS

    23 days ago - By Academic Pediatrics

    Feedback is critical for both seasoned and developing physicians to evaluate their personal performance and identify areas for professional growth. Feedback is often given verbally, but unless documented, it is difficult for residents to notice patterns in areas of excellence or identify in need of improvement. At Kaiser Oakland when this project was started, we were averaging less than one written evaluation per resident per month.
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  • 71. GETTING ATTENDINGS IN LINE: A QUALITY IMPROVEMENT APPROACH TO IMPROVING COMPLETION OF ATTENDING WRITTEN FEEDBACK FOR RESIDENT MORNING REPORT

    23 days ago - By Academic Pediatrics

    On the annual ACGME survey, residents are asked to rate their satisfaction with feedback after assignments. For several years at our institution, this rating has steadily declined, with residents defining assignments as morning report presentations. With increasing residents interested in medical education, program leadership prioritized providing attending feedback on resident teaching skills. We employed a QI framework to increase the frequency of residents receiving written feedback from attendings after their presentations.
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