Faculty Self-Evaluation of Experiences with Delivering Feedback to Trainees Across Academic Ranks.

Background: The ability to provide feedback is a developable faculty skill; however, it is unclear how academic rank impacts experiences with feedback delivery.

Methods: A survey was distributed to 1258 physicians of all academic ranks at a large academic medical center. Questions explored the respondent's feedback delivery beliefs and barriers.

Results: In total, 96% of respondents agreed feedback is important to resident education. Higher academic rank correlated with increased comfort with feedback delivery, and 89% of respondents experienced at least 1 barrier to feedback delivery.

Conclusion: Feedback experiences vary across academic ranks, with full professors being more comfortable with feedback delivery and less likely to experience barriers.

Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-020-01196-5.