Residents' perceptions of what makes feedback valuable in workplace-based learning: A discrete choice experiment.

Introduction: Research on feedback has shifted emphasis away from its 'delivery' to consideration of the interaction between individual learners and their 'feedback provider'. The complexity inherent in determining whether feedback is perceived as valuable by learners, however, can quickly overwhelm educators if every interaction must be considered completely idiosyncratic. We, therefore, require a better understanding of variability in the ways in which feedback is perceived.

Broadening the Scope of Feedback to Promote Its Relevance to Workplace Learning.

The common goal in medical education is to support the health care workforce, both present and future, in becoming and remaining competent professionals. Both during and after medical training, learning takes place in the clinical workplace. Yet, how feedback is defined in medical education and how it is practiced in clinical training situations, combined with a research focus on "what works," limits its potential for learning.

Residents' narrative feedback on teaching performance of clinical teachers: analysis of the content and phrasing of suggestions for improvement.

Objectives: High-quality teaching performance is important to ensure patient safety and encourage residents' learning. This study aims to explore the content and phrasing of suggestions for improvement that residents provide to support excellent teaching performance of their supervisors.

Methods: From February 2010 to November 2011, 577 residents were invited to evaluate 501 teachers from both surgical and medical residency training programmes from 20 hospitals.

Clinical teaching performance improvement of faculty in residency training: A prospective cohort study.

Purpose: The purpose of this study is to investigate how aspects of a teaching performance evaluation system may affect faculty's teaching performance improvement as perceived by residents over time.

Methods: Prospective multicenter cohort study conducted in The Netherlands between 1 September 2008 and 1 February 2013. Nine hundred and one residents and 1068 faculty of 65 teaching programs in 16 hospitals were invited to annually (self-) evaluate teaching performance using the validated, specialty-specific System for Evaluation of Teaching Qualities (SETQ).

The impact of clinicians' personality and their interpersonal behaviors on the quality of patient care: a systematic review.

Purpose: To review systematically the impact of clinicians' personality and observed interpersonal behaviors on the quality of their patient care.

Data Sources: We searched MEDLINE, EMBASE and PsycINFO from inception through January 2014, using both free text words and subject headings, without language restriction. Additional hand-searching was performed.

Frequency and determinants of residents' narrative feedback on the teaching performance of faculty: narratives in numbers.

Purpose: Physicians involved in residency training often receive feedback from residents on their teaching. Research shows that learners value narrative feedback, but knowledge of the frequency and determinants of narrative feedback in teaching performance evaluation is lacking. This study aims to identifythe frequency with which residentsgave positive comments and suggestions for improvement to faculty, and the factors influencing that frequency.

Twelve tips for making the best use of feedback.

Background: Feedback is generally regarded as crucial for learning. We focus on feedback provided through instruments developed to inform self-assessment and support learners to improve performance. These instruments are being used commonly in medical education, but they are ineffective if the feedback is not well received and put into practice.

A systematic review of the effects of residency training on patient outcomes.

Background: Residents are vital to the clinical workforce of today and tomorrow. Although in training to become specialists, they also provide much of the daily patient care. Residency training aims to prepare residents to provide a high quality of care.