X Zeng, S Zhou, Z-Y Chen, Y-N Li, H Shi, X-Z Jia, L-Q Yang, J Liu, L-Y Liu, M Zou, X-P Zhou
Information-based continuous nursing on pregnant women with gestational diabetes mellitus
European review for medical and pharmacological sciences
teaching skills improved written evaluations learners addition primary purpose teaching assessments used aspects faculty development including appointments advancement cases compensation surgical trainees willingness provide meaningful assessments teachers variable reasons illdefined study aims elucidate surgical residents perceptions regarding barriers providing useful feedback teachers qualitative semistructured confidential interview approach used demographically diverse cohort surgical residents urban universitybased program invited participate interviews explored experiences perceptions teaching assessments specific attention paid understand perceptions barriers topics including utility anonymity time burden others explored interviews transcribed verbatim identifiers removed transcripts analysis data double coded ensure accuracy development codebook thematic exhaustion reached yale new hospital academic universitybased medical center approximately 70 residents general surgery program approximately 170 surgical faculty total 21 residents completed individual small group interviews theoretically driven sampling technique used recruit participants maximize diversity individuals varying backgrounds including pgy year gender age img status race academic rank research background surgical division asked participate total 21 residents completed individual small group interviews coding analysis revealed 4 principal motifs 1 process process complete assessment instruments timeconsuming cumbersome complete busy acute surgical workday failing accurately address important aspects surgical teaching 2 utility respondents reported uncertainty downstream utility assessments lack confidence assessments would used faculty growth improvement 3 resident standing respondents described lack training knowledge skills empowerment assess teachers 4 perceived consequences residents noted concern identification future autonomy potential negative career consequences due small resident sample sizes recognizable experiences attendings perceived power dynamics study elucidates perceptions surgical trainees regarding barriers providing feedback assessments faculty although limited singleinstitution study residents observed current system allow honest accurate evaluations surgical teachers extensive overlap motifs highlights need holistic approach address interconnected themes teaching evaluations honest productive importantly also first identify residents perceived lack skill sense disempowerment provide constructive faculty assessment due limited scope singleinstitution study verification studies needed improve quality faculty feedback assessment surgical teachers