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Tuesday, February 28 • 11:00am - 11:45am
(POWDER MOUNTAIN-SOLITUDE) Providing Formative Feedback to Residents and Directors regarding Trainees' Performance of non-Medical Knowledge Competencies through a Shadow-shift/Evaluation by Non-Clinician Education Specialists

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Abstract Body: Background This project represents an ongoing collaboarative effort of emergency medicine residency program directors, education professionals, and residents. The puprose was to enhance the quality and depth of formative feedback to residents regarding non-medical knowledge competencies. Effective communication skills are essential to building good patient rapport, communication and patient outcomes, as well as for successful collaborative working relations with peers, attendings and consulting physicians. Session Objectives The small group discussion of this process has the following objectives: - Describe the shadow shift/evaluation process for assessing and providing formative feedback to residents regarding performance of non-medical knowledge competencies. - Discuss results of the ongoing study - Discuss challenges raised by this process in terms of patient care, patient flow, resident and attending acceptance and cooperation; resident evaluation, evaluator competence, and inter-departmental collaboration. - Describe and discuss how project leaders addressed these challenges. The audience will their share perspectives on the issue of non-clinician evaluation of trainees, potential benefits and the challenges for design and implementation at their various institions. Evaluation Process Our resident shadow/evaluation project combines the skills, experience and talent of education professionals in the Office of Medical Student Education. The evaluation process has three components: 1) a full shadow shift by a non-clinician evaluator; 2) verbal feedback; and 3) written evaluation with specific feedback and guidance for improvement. Two medical education specialists shadow residents for an entire shift and note observations concerning interaction and communication with patients, peers, attendings and colleagues with whom they consult. At the close of the shift the education professional offers verbal feedback, and, within a couple of weeks following the shift, a written evaluation. Study Methods & Summary of Results We surveyed residents who participated in this evaluation process before and after the shadow shift experience. They identified anticipated and actual benefits and concerns associated with being evaluated by a non-clinician professional and being shadowed for an entire shift. Eight of nine residents in the post survey indicated that they agreed or strongly agreed they received meaningful feedback from the education professional, and that, “Overall, the education professional evaluated me accurately based on the milestones.” Only one resident indicated that the educational officials failed to identify specific skills and knowledge they needed to improve or guidance as to how to improve these. Only one was concerned that the education professional did not have sufficient knowledge of emergency medicine to identify skills and knowledge for improvement or offer guidance on how to improve. Small Group Discussion Methods Following a brief presentation of the evaluation approach and the results to date of the ongoing study of resident perceptions of the process, the facilitators will engage the participants in discussion and interactive activity as follows: - Discussion of challenges and strategies for addressing these with audience participation and suggestions; - Using a web-based collaboration tool, the audience participants will identify pros and cons as well as challenges/obstacles and supportive infrastructure at their own institutions for enhance trainee evaluation and formative feedback. Intended Outcomes Audience will demonstrate understanding of this evaluating process; describe key factors, possible challenges and strategies for designing and implementing an innovative evaluation process at their institutions. 

avatar for Karen Spear Ellinwood

Karen Spear Ellinwood

Director, Instructional Development, University of Arizona College of Medicine
I develop curriculum for and conduct the annual residents as educators orientation, maintain the FID website (FID.medicine.arizona.edu) with original and culled resources for educators who teach medical students in clinical and non-clinical settings. Original works include a CME course providing guidance for giving constructive feedback, and a self-regulated course on formative feedback for residents as educators. In addition, I enjoy using and... Read More →

Tuesday February 28, 2017 11:00am - 11:45am

Attendees (6)