(J. C. Rassos)

Feedback and the Oral Case
Presentation: Are we doing
enough?
Authors: James Rassos MD, Lindsay Melvin MD, Danny Panisko MD,
Mahan Kulasegaram PhD, Ayelet Kuper MD
Date: October 1st, 2016
I do not have an affiliation (financial or otherwise) with a
pharmaceutical, medical device or communications organization.
Je n’ai aucune affiliation (financière ou autre) avec une
entreprise pharmaceutique, un fabricant d’appareils
médicaux ou un cabinet de communication.
2
“[The oral case presentation] is
probably the most concerted,
focused time I spend with a
particular learner through a day…”
Faculty 7
3
OCP
FEEDBACK
4
8 INTERVIEWS
with Internal Medicine Supervisors
PURPOSIVE & SNOWBALL
Sampling to Obtain Heterogeneity
I T E R AT I V E C O N S TA N T C O M PA R AT I V E
Analysis for Recurring Themes
5
Receipt of
Feedback
Feedback
& the OCP
The Act of
Providing
Feedback
Factors
Influencing
Feedback
Provision
6
The Act of
Providing
Feedback
7
“Often I am [labeling it as feedback] because we
know that's important.” Faculty 8
“I don't label it as feedback, I label it as - this is
what I'm thinking and this is what I need from
you as the staff.” Faculty 6
8
“[I always try] normalizing the act of giving
feedback - saying that this is a formative and
important part of your learning and we do it for
everyone.” Faculty 8
9
The Receipt
of Feedback
10
“As with any teacher/student relationship, in
order to give feedback and for it to be listened to
and taken seriously, there needs to be respect
mutually.” Faculty 8
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Factors
Influencing the
Provision of
Feedback
12
COGNITIVE LOAD
AUDIENCE
TIME CONSTRAINT
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“The challenge I have as a staff is that there is so
many things going on that your attention can only
focus on so much. The challenge is that if it is a
really complicated case, a lot of my attention is
focused on that.” Faculty 2
14
NOVEL
CONCEPTS
15
UNDER-RECOGNITION
IMPLICIT VS. EXPLICIT
16
Thank you!
[email protected]
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