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Optimizing surgical education through the implementation of a feedback curriculum

      Highlights

      • Within residency education, prior studies show how faculty are tasked with instructing residents without formal training.
      • Surgical trainees feel that feedback is essential to their training and is inadequately provided by their educators.
      • After feedback training, twice as many residents believed that their attendings provided feedback effectively.
      • Formal feedback training should be incorporated into efforts to enhance educational skills among surgical faculty.

      Abstract

      Background

      While the advent of work-hour restrictions contributes to increased resident well-being, new interventions are needed to ensure that surgical residents continue to be adequately trained. Our study aims to take the evidence supportive of enhanced feedback and apply it in the real world by creating a feedback training curriculum within a surgical residency.

      Methods

      A large academic general surgery residency program consisting of 42 residents was sequentially surveyed using the Kirkpatrick model to assess baseline attitudes towards feedback and the efficacy of a feedback training program for faculty and residents.

      Results

      After feedback training, the number of residents that believed their faculty were providing feedback effectively increased from 23% to 54%. Although limited by small sample size, improvements were likely seen in constructive feedback overall and quality feedback from senior residents.

      Conclusions

      Formal feedback training should be incorporated into efforts to enhance educational skills among surgical faculty.

      Graphical abstract

      Keywords

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