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Faculty and Resident Perception of Emergency Department Feedback
Mansoor Siddiqui MD, Mary Meinke MD, Daniel Grahf MD, Sudhir Baliga, MD
Henry Ford Hospital Department of Emergency Medicine, Detroit, MI
Background
One of the core components of resident development is feedback of clinical performance. Prior studies have evaluated faculty and resident satisfaction with feedback in the emergency department (ED). However, there are no recent studies that evaluate how feedback is conceptualized and what topics residents and faculty find most useful when giving or receiving feedback. Such information would provide an understanding of the current state of this essential educational opportunity and help guide a feedback improvement plan.

2. Faculty and Resident Perception of Emergency Department Feedback
Mansoor Siddiqui MD, Mary Meinke MD, Daniel Grahf MD, Sudhir Baliga, MD
Henry Ford Hospital Department of Emergency Medicine, Detroit, MI
Objectives
The purpose of our study is to ascertain the perception of feedback delivered from faculty physicians to residents during and after an ED shift.
Methods
We performed an observational study comparing perception of feedback between ED faculty and residents through an online survey. Specific aims include comparing perception of feedback as it is performed currently between faculty and residents as well as how each group believes feedback should be performed to be the most effective and useful.

3. Faculty and Resident Perception of Emergency Department Feedback
Mansoor Siddiqui MD, Mary Meinke MD, Daniel Grahf MD, Sudhir Baliga, MD
Henry Ford Hospital Department of Emergency Medicine, Detroit, MI
Results
Twenty-eight faculty members and twenty-seven residents completed the survey. Responses were compared using Chi-squared tests and Fisher’s Exact tests. Faculty and residents differed significantly on multiple factors. Notably, 82.2% of faculty believed they provided feedback on most shifts versus 37% of residents believed this (p=0.001) % of faculty respondents believe they provide feedback both during and after a shift while 22.2% of residents agree with this statement (p=0.006). Also, 85.7% of faculty believe both residents and faculty should initiate feedback, while only 48.2% of residents agree with this (p=0.003). Other factors that differed significantly between the two groups include when feedback is and should be given, and what feedback is and should be focused on.

4. Faculty and Resident Perception of Emergency Department Feedback
Mansoor Siddiqui MD, Mary Meinke MD, Daniel Grahf MD, Sudhir Baliga, MD
Henry Ford Hospital Department of Emergency Medicine, Detroit, MI
Results
Survey question (F indicates faculty survey. R indicates resident survey)
Faculty
Resident
F: How often do you give feedback during or after ED teaching shifts?
Often (>75%)
42.9% (12)
0% (0)
Most shifts (51-75%)
39.3% (11)
37.0% (10)
R: How often do you receive feedback during or after ED shifts?
Some shifts (26-50%)
17.9% (5)
59.3% (16)
Rarely (0-25%)
3.7% (1)
Who should initiate feedback in order for it to be the most effective and useful?
The resident
7.1% (2)
The faculty or attending physician
48.2% (13)
Either the resident or faculty
85.7% (24)
F: When do you usually give feedback?
During shift
3.6% (1)
After shift
25.0% (7)
66.7% (18)
R: When do you usually receive feedback?
Both during and after shift
71.4% (20)
22.2% (6)
I do not give feedback regularly
7.4% (2)
F: What does the feedback you give focus on?
Patient care and medical management
96.4% (27)
100% (27)
Efficiency and documentation
75.0% (21)
29.6% (8)
R: What does the feedback you receive focus on?
Professionalism and communication
Leadership and teamwork
11.1 (3)
F: Do you think the residents you work with are satisfied with the feedback you give?
Yes
82.1% (23)
R: Are you satisfied with the feedback you receive? No
40.7% (11)

5. Faculty and Resident Perception of Emergency Department Feedback
Mansoor Siddiqui MD, Mary Meinke MD, Daniel Grahf MD, Sudhir Baliga, MD
Henry Ford Hospital Department of Emergency Medicine, Detroit, MI
Conclusion
Feedback is an essential component in resident development, however faculty and residents differ significantly on their perception of the current state of feedback as well as what effective and useful feedback means.
By informing of faculty and residents regarding this gap in the perception of feedback, we hope to develop a method of improving feedback in our program.