Objective: Actionable and impactful feedback remains a perpetual challenge in medical education despite extensive efforts to improve the feedback process. A feedback framework was adapted from a validated model and tailored to a single residency program. The purpose of this study was to evaluate the impact of the new feedback framework on the quantity and quality of perioperative feedback amongst surgical residents.
Design: A nonrandomized interventional study was conducted in a general surgery residency program at a single academic institution over a 6-month study period. The new 'Brainstorm', 'Focus', and 'Recap' (BFR) feedback framework was introduced to surgical faculty and residents on 2 surgical services. Posters of the framework were displayed in the operating rooms and scrub sinks. Regular reminder emails were sent, and competitions were held to encourage engagement. Pre and postintervention surveys were distributed electronically to all participants.
Setting: Brigham and Women's Hospital Department of Surgery in Boston, MA.
Participants: A total of 19 faculty and 56 residents inclusive of 2 general surgery services (trauma and acute care surgery; minimally invasive and bariatric surgery).
Results: Faculty reported giving more frequent and higher quality feedback than residents reported receiving, before and after the intervention. There was increased satisfaction with technical feedback following the intervention, which was reported by both faculty (27.3%-73.3%, p = 0.01) and upper-level residents (17.7%-54.6%, p = 0.02). Faculty and residents mutually indicated improved overall feedback breadth (faculty 58.2%-78.7%, p = 0.01; residents 41.6%-54.3%, p = 0.03).
Conclusions: The introduction of a tailor-made framework that utilizes a structured, shared mental model to promote goal-oriented feedback improved faculty and resident practices and perceptions of perioperative feedback. Nevertheless, a disparity between faculty and resident perceptions persists. More work is needed to overcome the complexities of the surgical learning environment and better align faculty and resident perceptions.
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http://dx.doi.org/10.1016/j.jsurg.2024.103414 | DOI Listing |
J Particip Med
January 2025
Division of Allergy & Pulmonary Medicine, Washington University School of Medicine, St Louis, MO, United States.
Background: Adolescents and young adults (AYA) with cystic fibrosis (CF) are at risk for deviating from their daily treatment regimen due to significant time burden, complicated daily therapies, and life stressors. Developing patient-centric, effective, engaging, and practical behavioral interventions is vital to help sustain therapeutically meaningful self-management.
Objective: This study aimed to devise and refine a patient-centered telecoaching intervention to foster self-management in AYA with CF using a combination of intervention development approaches, including an evidence- and theory-based approach (ie, applying existing theories and research evidence for behavior change) and a target population-centered approach (ie, intervention refinement based on the perspectives and actions of those individuals who will use it).
Front Robot AI
January 2025
Institute of Automatic Control, Leibniz University Hannover, Hannover, Germany.
In this paper, we present a global reactive motion planning framework designed for robotic manipulators navigating in complex dynamic environments. Utilizing local minima-free circular fields, our methodology generates reactive control commands while also leveraging global environmental information from arbitrary configuration space motion planners to identify promising trajectories around obstacles. Furthermore, we extend the virtual agents framework introduced in Becker et al.
View Article and Find Full Text PDFPerspect Med Educ
January 2025
Department of Community Health Sciences, Cumming School of Medicine, 3280 Hospital Drive NW University of Calgary, Calgary, Alberta, T2N 4Z6, Canada.
Introduction: Feedback literacy (FBL) is a critical skill for learners encompassing four behaviors: appreciating feedback, making judgements, managing affect, and taking action. Little guidance has been available for clinical preceptors to promote FBL. The R2C2 feedback and coaching model that guides teachers through building Relationships, exploring Reactions and Reflections, discussing Content and Coaching to co-develop an action plan for follow-up may support FBL.
View Article and Find Full Text PDFOpen Res Eur
October 2024
Faculty of Humanities, Art and Culture, History, Antiquity, Vrije Universiteit Amsterdam, Amsterdam, North Holland, The Netherlands.
This brief report focuses on top-down and bottom-up processes within the field of energy transition. It aims at gaining a better understanding of the needs of the local energy initiatives. On this basis, policy recommendations are formulated to help the municipality of Groningen to facilitate local energy initiatives, ultimately leading to a more balanced approach of the local energy transition.
View Article and Find Full Text PDFMath Program
February 2024
Department of Automatic Control, Lund University, Lund, Sweden.
We present a methodology for establishing the existence of quadratic Lyapunov inequalities for a wide range of first-order methods used to solve convex optimization problems. In particular, we consider (i) classes of optimization problems of finite-sum form with (possibly strongly) convex and possibly smooth functional components, (ii) first-order methods that can be written as a linear system on state-space form in feedback interconnection with the subdifferentials of the functional components of the objective function, and (iii) quadratic Lyapunov inequalities that can be used to draw convergence conclusions. We present a necessary and sufficient condition for the existence of a quadratic Lyapunov inequality within a predefined class of Lyapunov inequalities, which amounts to solving a small-sized semidefinite program.
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