High-Quality Feedback Regarding Professionalism and Communication Skills in Otolaryngology Resident Education

Erynne A. Faucett, Hilary C. McCrary, Jonnae Y. Barry, Ahlam A. Saleh, Audrey B Erman, Stacey L. Ishman

Research output: Contribution to journalReview article

1 Citation (Scopus)

Abstract

Objective: The Accreditation Council for Graduate Medical Education (ACGME) requires competency-based education for residents and recommends 5 basic features of high-quality feedback. Our aim was to examine the incorporation of feedback in articles regarding professionalism and interpersonal/communication skills for otolaryngology residency training curriculum. Data Sources: PubMed, Embase, ERIC, Cochrane Library, Web of Science, Scopus, and ClinicalTrials.gov. Methods: We used studies identified during a systematic review of all indexed years through October 4, 2016. Results: Eighteen studies were included in this review. Professionalism was discussed in 16, of which 15 (94%) examined aspects of feedback. Interpersonal/communication skills were the focus of 16 articles, of which 14 16 (88%) discussed aspects of feedback. Our assessment demonstrated that timeliness was addressed in 8 (44%) articles, specificity in 4 (22%), learner reaction and reflection in 4 (22%), action plans in 3 (20%), and balancing reinforcing/corrective feedback in 2 (13%). Two articles did not address feedback, and 6 did not address aspects of high-quality feedback. The ACGME-recommended feedback systems of ADAPT (ask, discuss, ask, plan together) and R2C2 (relationship, reactions, content, and coach) were not reported in any of the studies. Conclusion: Feedback is an essential component of graduate medical education and is required by the ACGME milestones assessment system. However, the core feedback components recommended by the ACGME are rarely included in the otolaryngology resident education literature.

Original languageEnglish (US)
Pages (from-to)36-42
Number of pages7
JournalOtolaryngology - Head and Neck Surgery (United States)
Volume158
Issue number1
DOIs
StatePublished - Jan 1 2018

Fingerprint

Otolaryngology
Communication
Graduate Medical Education
Education
Accreditation
Competency-Based Education
Library Science
Professionalism
Information Storage and Retrieval
Internship and Residency
PubMed
Curriculum

Keywords

  • feedback
  • interpersonal/communication skills
  • professionalism
  • resident education

ASJC Scopus subject areas

  • Surgery
  • Otorhinolaryngology

Cite this

High-Quality Feedback Regarding Professionalism and Communication Skills in Otolaryngology Resident Education. / Faucett, Erynne A.; McCrary, Hilary C.; Barry, Jonnae Y.; Saleh, Ahlam A.; Erman, Audrey B; Ishman, Stacey L.

In: Otolaryngology - Head and Neck Surgery (United States), Vol. 158, No. 1, 01.01.2018, p. 36-42.

Research output: Contribution to journalReview article

Faucett, Erynne A. ; McCrary, Hilary C. ; Barry, Jonnae Y. ; Saleh, Ahlam A. ; Erman, Audrey B ; Ishman, Stacey L. / High-Quality Feedback Regarding Professionalism and Communication Skills in Otolaryngology Resident Education. In: Otolaryngology - Head and Neck Surgery (United States). 2018 ; Vol. 158, No. 1. pp. 36-42.
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abstract = "Objective: The Accreditation Council for Graduate Medical Education (ACGME) requires competency-based education for residents and recommends 5 basic features of high-quality feedback. Our aim was to examine the incorporation of feedback in articles regarding professionalism and interpersonal/communication skills for otolaryngology residency training curriculum. Data Sources: PubMed, Embase, ERIC, Cochrane Library, Web of Science, Scopus, and ClinicalTrials.gov. Methods: We used studies identified during a systematic review of all indexed years through October 4, 2016. Results: Eighteen studies were included in this review. Professionalism was discussed in 16, of which 15 (94{\%}) examined aspects of feedback. Interpersonal/communication skills were the focus of 16 articles, of which 14 16 (88{\%}) discussed aspects of feedback. Our assessment demonstrated that timeliness was addressed in 8 (44{\%}) articles, specificity in 4 (22{\%}), learner reaction and reflection in 4 (22{\%}), action plans in 3 (20{\%}), and balancing reinforcing/corrective feedback in 2 (13{\%}). Two articles did not address feedback, and 6 did not address aspects of high-quality feedback. The ACGME-recommended feedback systems of ADAPT (ask, discuss, ask, plan together) and R2C2 (relationship, reactions, content, and coach) were not reported in any of the studies. Conclusion: Feedback is an essential component of graduate medical education and is required by the ACGME milestones assessment system. However, the core feedback components recommended by the ACGME are rarely included in the otolaryngology resident education literature.",
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