Effectiveness of a supervisor training on quality of feedback to internal medicine residents: a controlled longitudinal multicentre study.

Objectives: High-quality feedback on different dimensions of competence is important for resident learning. Supervisors may need additional training and information to fulfil this demanding task. This study aimed to evaluate whether a short and simple training improves the quality of feedback residents receive from their clinical supervisors in daily practice.

Direct observation in postgraduate training: making it happen and making it work.

How does one successfully implement direct observation of residents’ competencies in postgraduate training programs? Renting offers insights into how to make it work.

Integrated and implicit: how residents learn CanMEDS roles by participating in practice.

Context: Learning outcomes for residency training are defined in competency frameworks such as the CanMEDS framework, which ultimately aim to better prepare residents for their future tasks. Although residents' training relies heavily on learning through participation in the workplace under the supervision of a specialist, it remains unclear how the CanMEDS framework informs practice-based learning and daily interactions between residents and supervisors.

Objectives: This study aimed to explore how the CanMEDS framework informs residents' practice-based training and interactions with supervisors.

A feedback system in residency to evaluate CanMEDS roles and provide high-quality feedback: Exploring its application.

Introduction: Residents benefit from regular, high quality feedback on all CanMEDS roles during their training. However, feedback mostly concerns Medical Expert, leaving the other roles behind. A feedback system was developed to guide supervisors in providing feedback on CanMEDS roles.

What supervisors say in their feedback: construction of CanMEDS roles in workplace settings.

The CanMEDS framework has been widely adopted in residency education and feedback processes are guided by it. It is, however, only one of many influences on what is actually discussed in feedback. The sociohistorical culture of medicine and individual supervisors' contexts, experiences and beliefs are also influential.