Improving Faculty Teaching of Medical Students During Surgical Clerkships: The Feedback they Want and the Feedback they Need.
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| Titel: | Improving Faculty Teaching of Medical Students During Surgical Clerkships: The Feedback they Want and the Feedback they Need. |
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| Autoren: | Moreno K; Educational Improvement and Innovation, Oregon Health and Science University, Portland, Oregon., Fry M; Teaching and Learning Center, Oregon Health and Science University, Portland, Oregon. Electronic address: frym@ohsu.edu., Walker J; Department of Radiology, Oregon Health and Science University, Portland, Oregon., Cook M; Department of Surgery, Oregon Health and Science University, Portland, Oregon. |
| Quelle: | Journal of surgical education [J Surg Educ] 2025 Nov; Vol. 82 (11), pp. 103703. Date of Electronic Publication: 2025 Sep 25. |
| Publikationsart: | Journal Article |
| Sprache: | English |
| Info zur Zeitschrift: | Publisher: Elsevier Country of Publication: United States NLM ID: 101303204 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1878-7452 (Electronic) Linking ISSN: 18787452 NLM ISO Abbreviation: J Surg Educ Subsets: MEDLINE |
| Imprint Name(s): | Original Publication: New York, N.Y. : Elsevier |
| MeSH-Schlagworte: | Clinical Clerkship* , Faculty, Medical* , Education, Medical, Undergraduate*/methods , General Surgery*/education , Formative Feedback*, Humans ; Female ; Male ; Qualitative Research ; Teaching ; Students, Medical ; Adult ; Clinical Competence ; Feedback |
| Abstract: | Objective: To explore the types of feedback surgical faculty seek from learners to improve teaching skills and inform development of a more useful evaluation instrument. Design: Qualitative study using one-hour, semi-structured virtual interviews and reflexive thematic analysis. Setting: Department of Surgery at a single academic health center in the western United States. Participants: Nine attending-level surgeons (4 female, 5 male) overseeing undergraduate medical student clerkships, representing 3 to 6, 10 to 14, and ≥20 years of teaching experience and varied educational training backgrounds. Results: Participants described teaching as rewarding-enhancing their own knowledge and witnessing learner growth-but also noted frustrations including time pressures, learner overload, and balancing control with autonomy. They reported that existing learner evaluations often arrive too late, use inflated Likert ratings, and lack specific narrative detail, limiting actionable insights. Faculty recommended targeted improvements: direct questions (e.g., "What could this person do to be a better teacher?"), prompts for qualitative comments, inclusion of time spent and teaching context (OR, clinic, floor), and checkboxes for observable teaching behaviors. A list of teaching behaviors and strategies was identified to inform future instrument items. Conclusions: Surgical faculty desire timely, specific, and context-rich feedback to drive teaching improvement. Embedding structured prompts for actionable narrative comments and contextual variables into evaluation tools may enhance faculty development and align assessments with competency-based education goals. (Copyright © 2025 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.) |
| Contributed Indexing: | Keywords: Surgical clerkship; clinical clerkship; faculty feedback; student evaluation; surgery |
| Entry Date(s): | Date Created: 20250926 Date Completed: 20251020 Latest Revision: 20251020 |
| Update Code: | 20251021 |
| DOI: | 10.1016/j.jsurg.2025.103703 |
| PMID: | 41005110 |
| Datenbank: | MEDLINE |
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Nájsť tento článok vo Web of Science | Abstract: | Objective: To explore the types of feedback surgical faculty seek from learners to improve teaching skills and inform development of a more useful evaluation instrument.<br />Design: Qualitative study using one-hour, semi-structured virtual interviews and reflexive thematic analysis.<br />Setting: Department of Surgery at a single academic health center in the western United States.<br />Participants: Nine attending-level surgeons (4 female, 5 male) overseeing undergraduate medical student clerkships, representing 3 to 6, 10 to 14, and ≥20 years of teaching experience and varied educational training backgrounds.<br />Results: Participants described teaching as rewarding-enhancing their own knowledge and witnessing learner growth-but also noted frustrations including time pressures, learner overload, and balancing control with autonomy. They reported that existing learner evaluations often arrive too late, use inflated Likert ratings, and lack specific narrative detail, limiting actionable insights. Faculty recommended targeted improvements: direct questions (e.g., "What could this person do to be a better teacher?"), prompts for qualitative comments, inclusion of time spent and teaching context (OR, clinic, floor), and checkboxes for observable teaching behaviors. A list of teaching behaviors and strategies was identified to inform future instrument items.<br />Conclusions: Surgical faculty desire timely, specific, and context-rich feedback to drive teaching improvement. Embedding structured prompts for actionable narrative comments and contextual variables into evaluation tools may enhance faculty development and align assessments with competency-based education goals.<br /> (Copyright © 2025 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.) |
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| ISSN: | 1878-7452 |
| DOI: | 10.1016/j.jsurg.2025.103703 |