A virtual event sponsored by the SMHS CFE Academy of Education Scholars.
Presenters:
Bridget O’Brien, PhD, UCSF - Bridget O’Brien, PhD is a professor of medicine and an education researcher in the Center for Faculty Educators at UCSF. She co-directs the Teaching Scholars Program and the UCSF-UMC Utrecht Doctoral Program in Health Professions Education and directs the SF VA Health Professions Education Evaluation and Research Fellowship. She is a deputy editor for Academic Medicine, a former Macy Faculty Scholar, and a Karolinska Instituet KIPRIME fellow. Her research focuses primarily on understanding and improving workplace learning among health professionals using qualitative and mixed methodologies.
Brian Schwartz, MD - Brian Schwartz is a physician specializing in the treatment of infectious diseases, specifically the diagnosis, treatment, and prevention of infections in immunocompromised patients. He serves as the Associate Chair of Education for the Department of Medicine. He previously served as the Program Director of the Infectious Diseases Fellowship at UCSF and the Course Director for the Pathogens and Host Defense block in the School of Medicine. He was the inaugural Chair of the Medical Education Community of Practice for the Infectious Diseases Society of America and the Chair of the Microbiology/Immunology Item Writing Committee for the National Board of Medical Examiners. Between 2014-2019 he held the Gold-Headed Cane Endowed Teaching Chair for Internal Medicine. He also serves as a contributing editor to the Sanford Guide of Antimicrobial Therapy.
Description: Trusting relationships between faculty and learners, described as an “educational alliance,” play an important role in constructive feedback. Yet, such relationships are difficult to achieve in current clinical learning environments (CLEs). Much of the current literature focuses on efforts to improve learners’ trust in faculty supervisors, with little attention to faculty trust in learners as partners in the educational process. In this presentation, we will share findings from our study of faculty perceptions of and experiences with constructive feedback to learners in clinical learning environments. Based on these findings, we will discuss current initiatives to improve feedback at our institution.
Session Learning Objectives:
1. Identify factors that contribute to faculty reluctance to discuss constructive feedback with learners.
2. Discuss how trust and risk influence faculty decisions about sharing constructive feedback with learners.
3. Consider strategies to improve feedback in clinical learning environments.