A Resident-Led Group Approach for Collecting and Delivering Faculty Feedback: Targeting Evaluation Quality and Completion Rates
Jamie L. Geringer, Matthew Soderstrom, James K. Aden, Patrick G. O'Malley, Brian Neubauer
Researchers' Journal of Internal Medicine.
Background: Effective faculty teaching relies on receiving authentic and actionable feedback from learners. Numerous challenges in collecting feedback result in nonspecific assessments that limit their utility, as evidenced by our institution’s 2021-2022 faculty evaluations. Objective: To address this, our program implemented resident-led group feedback sessions. Methods: Residents provided group feedback to faculty through three Plan-Do-Study-Act (PDSA) cycles. PDSA cycle 1: Ten PGY-3 Medicine residents were trained to facilitate and transcribe group feedback for 20 ambulatory faculty. Ten cohorts of nine PGY1-3 residents met triannually to provide faculty feedback in a group setting without faculty present. PDSA cycle 2: The quality of faculty feedback from residents was evaluated using a modified narrative evaluation quality instrument (scale 0-10, higher is better). A subsequent round of resident-led feedback sessions occurred to collect longitudinal feedback on faculty, incorporating feedback from cycle 1. PDSA cycle 3: Replicated the procedures of previous cycles. Results: The primary outcome was feedback quality (using scales that quantified competencies addressed, specificity, and usefulness). The quality of feedback from residents to faculty significantly improved over three PDSA cycles. Total narrative quality scores increased from 4.9 to 8.1, with notable improvements in each subcomponent (higher is better): competencies addressed (0-4; 1.7 vs 3.3), specificity (0-3; 1.3 vs 2.2), and usefulness (0-3; 1.8 vs 2.7) (all p values < 0.001 pre- vs. post-intervention). The percentage of faculty evaluations completed by residents increased from 53% pre-intervention to 100% (N=127/240 vs. N=60/60). Discussion: Comprehensive facilitator training, dedicated time for feedback sessions, and feedback on the feedback process were implemented and perceived as key to overcoming these challenges. This approach ensured 100% of faculty received feedback throughout the year, covering multiple competencies with more specific and useful feedback. Conclusion: This innovation demonstrated that resident-led feedback sessions are feasible, valuable, and can be implemented without dedicated funding or additional resources.