RESIDENT: Feedback for Psychiatry Training in Alberta

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Presenting Author(s): Dr. Andrew Dutcher, , Dr. Patricia Maron

Co-Author(s): Dr. Frank MacMaster

Date and time: 24 Mar 2018 from 14:30 to 14:45

Location: Bluebell  Floor Map

Presenting Author: Dr. Patricia Maron and Dr. Andrew Dutcher

Co-Author(s) Names: Dr. Frank MacMaster, Dr. Andrew Dutcher, Dr. Patricia Maron

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Learning Objectives:

  1. Learning about the current evidence for feedback in the clinical setting, including important factors in the delivery and reception of feedback.
  2. Learn about the state of feedback in Psychiatry training in Alberta and how it compares to the evidence.
  3. Learn about best practices in feedback and practical considerations for providing or receiving feedback in the clinical setting.

 Literature Reference:

Promoting Excellence and Reflective Learning in Simulation (PEARLS): Development and Rationale for a Blended Approach to Health Care Simulation Debriefing. Eppich, Cheng. 2015

“How Am I Doing?”: Many Problems But Few Solutions Related to Feedback Delivery in Undergraduate Psychiatry Education. McIlwrick, Nair, Montgomery. 2006.

Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Issenberg SB1, McGaghie WC, Petrusa ER, Lee Gordon D, Scalese RJ. 2005

Debriefing as Formative Assessment: closing performance gaps in medical education. Rudolph JW1, Simon R, Raemer DB, Eppich WJ. 2008.

Helping Without Harming: the instructor's feedback dilemma in debriefing--a case study. Rudolph JW1, Foldy EG, Robinson T, Kendall S, Taylor SS, Simon R. 2013.

The Relationship Between Facilitators’ Questions and the Level of Reflection in Postsimulation Debriefing. Husebø SE1, Dieckmann P, Rystedt H, Søreide E, Friberg F. 2013.


Our research will explore Alberta psychiatry residents’ attitudes towards receiving feedback, with the intent of outlining specific factors that facilitate both the reception of feedback and the integration of implementable changes in clinical practice to enhance practitioner competency. By examining resident perceptions of effective feedback, and comparing this to the literature we will elucidate factors that enhance feedback in psychiatry training, thereby providing a suggested framework in which feedback can be delivered, such that physician competency is optimized.

 The first phase of our research involved conducting a literature review to determine the existing evidence outlining best practices and available models for effective feedback delivery. The second phase of the study involves utilizing the evidence gleaned from the literature review, as well as expert opinion via detailed conversations with staff psychiatrists in Calgary to devise a five to ten minute online survey, to be distributed to the residents and fellows of the Department of Psychiatry at both the University of Calgary and the University of Alberta. The survey will be made available online for a period of two months and the results of the survey will be summarized using the CanMEDS roles as a guide. Our intention is to devise a Feedback Delivery Framework that can be utilized by physician educators to improve both the delivery and reception of feedback for residents in Alberta. We plan to have our results ready and a preliminary analysis by the end of March, 2018.

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