1. Introduction References Objectives Conclusions Results Faculty provision of performance feedback is critical for residents to improve their clinical skills The faculty-resident relationship is one of the most important factors influencing feedback behavior Fear regarding potential damage of the faculty-resident relationship is a frequently cited obstacle to delivery of corrective feedback No previous studies have examined the extent to which feedback behavior influences resident rating of faculty Relationship Between Feedback Delivery & Faculty Rank 948 evaluations for AY 15-16 Significant correlation between feedback behavior and faculty rating (r=0.52, p<0.05) No independent association in multivariable model To determine whether, and to what extent, faculty feedback behavior is associated with resident rating of faculty Faculty should provide context-specific, critical performance feedback to residents without fearing its effect on their overall resident ratings. 1,2 Aleksandr M. Tichter, MD MS, 1,2 Osman R. Sayan, MD, 1,2,3 Wallace A. Carter, MD 1 Emergency Medicine Residency, New York-Presbyterian Hospital, New York, NY 2 Columbia University College of Physicians & Surgeons 3 Weill Cornell Medical College Methods Design: Retrospective, cross-sectional Population: Emergency Medicine core faculty Primary outcome: Faculty rating, compared with peers (Likert scale 0-5) Main Predictor: Faculty feedback behavior (Likert scale 0-4) Co-variates:Faculty demographics, evaluation on medical knowledge, patient care, professionalism, interpersonal skills, and clinical teaching Analysis: Descriptive statistics to summarize demographics Pearson correlation to determine association between feedback delivery behavior and resident rating of faculty Multivariable linear regression to measure association while adjusting for covariates Ende J. Feedback in clinical medical education. JAMA. 1983;250(6): 777-781. Kogan JR et al. Faculty staff perceptions of feedback to residents after direct observation of clinical skills. Medical Education. 2012;46(2): 201-215. Cantillon P et al. Giving feedback in clinical settings. BMJ, 2008;335:a1961. (Figure 1) (Table 1) (Table 2)

2. RELATIONSHIP BETWEEN FEEDBACK DELIVERY & FACULTY RANK 1,2 Aleksandr M. Tichter, MD MS, 1,2 Osman R. Sayan, MD, 1,2,3 Wallace A. Carter, MD 1 Emergency Medicine Residency, New York-Presbyterian Hospital, New York, NY 2 Columbia University College of Physicians & Surgeons 3 Weill Cornell Medical College Figure 1: Resident Evaluation of Faculty

3. 1,2 Aleksandr M. Tichter, MD MS, 1,2 Osman R. Sayan, MD, 1,2,3 Wallace A. Carter, MD 1 Emergency Medicine Residency, New York-Presbyterian Hospital, New York, NY 2 Columbia University College of Physicians & Surgeons 3 Weill Cornell Medical College Table 2: Linear regression model for faculty rating RELATIONSHIP BETWEEN FEEDBACK DELIVERY & FACULTY RANK Table 1: Demographic characteristics and evaluation scores for EM faculty * p<0.05