Aleda M H Chen, Anastasia L Armbruster, Beth Buckley, Jennifer A Campbell, Devra Khanh Dang, Radhika Devraj, Imbi Drame, Akesha Edwards, Sally L Haack, Qing Ma, Natasha Petry, Lourdes G Planas, Cheryl A Sadowski, Jennifer Santee, Latasha Wade, Nancy Borja-Hart
Inclusion of Health Disparities, Cultural Competence, and Health Literacy Content in US and Canadian Pharmacy Curriculums
American journal of pharmaceutical education
assessments competence growth surgical residents educators developed piloted observationbased feedback tool ft provide residents direct feedback specific teaching session perceived medical students ms hypothesized residents performance would improve frequent low stakes observationbased feedback prospective study took place academic general surgery program focus groups ms surgical residents faculty informed ft development ms completed ft regarding resident teaching ft utilized 5 sliderbar ratings 0 100 teaching encounter checklist 16 desirable teaching behaviors qr codes weekly email links distributed 12 months 6 clerkship blocks promote use residents sent results block survey block assessed motivation use gathered feedback ft descriptive statistics used analysis medians iqrs primary measures performance median sliderbar scores number teaching behaviors ft used 111 times 37 46 residents rated 65 ms median rating sliderbars 100 median number desirable teaching behaviors 12 differences based gender pgy level 10 residents 5 ft observations year four residents evaluations completed 4 blocks 19 residents evaluations completed least 2 blocks time 13 residents consistent sliderbar scores 1 resident higher scores 5 residents lower scores defined 5point change initial rating frequency use ft decreased time 38 32 9 21 7 5 uses per block postuse survey completed 24 ms 19 residents common reasons usage interest improving surgical learning environment giving positive feedback ms improving teaching skills residents common reasons lack usage residents think taught enough ask feedback forgot existed know existed ft lead meaningful improvement resident scores course year may due overall high scores suggesting components ft may require reevaluation additionally decreased utilization instrument time made challenging assess change performance specific residents likely due lack awareness ft despite frequent reminders successful implementation observationbased teaching assessments may require better integration residency clerkship objectives