WS2-09: HOW TO LEARN FROM FEEDBACKâ MOVING THE FOCUS FROM GIVING FEEDBACK TO RECEIVING FEEDBACK
Christie Buonpane, MD, Sarah Hayek, Samantha Lane, Katelyn Young, Halle Ellison, Mohsen Shabahang; Geisinger Medical Center
Purpose: Feedback is a fundamental part of surgical training. Much attention has focused on the delivery of feedback; however, if the receiver is not willing or able to absorb the feedback, no growth will occur. Regardless of the quality of feedback provided, the surgical learner has control of what information they let in, how they process it, and whether they choose to implement change. The purpose of this workshop is to teach the surgical learner how to skillfully engage in feedback conversations and how to find insight that will allow for growth and development. Additionally, methods for assessment of the learner’s feedback responsiveness will be explored.
Learning Objectives:
After the workshop, participants will be able to:
1. Understand the importance of learning from feedback
2. Use resources/tools to assess the learner’s feedback responsiveness
3. Describe 5 techniques to improve feedback responsiveness
Methods:
This will be an interactive session led by the abstract authors. Teaching methods include didactic presentation, group activity and discussion. The outline is:
Part 1: Introduction and learning objectives (5 min)
Part 2: Didactic presentation (20 min)
Importance of feedback responsiveness
Understanding the individual’s response to feedback
5 techniques for improvement in feedback responsiveness
Part 3: Group feedback scenarios (40 min)
Observe role play of feedback scenarios by abstract authors
Group discussion
Part 4: Methods for assessment of feedback responsiveness (10 min)
Part 5: Intervention at home (10 min)
Part 6: Evaluation and conclusion (5 min)
Conclusion: Receiving feedback is crucial for the learning and development of the surgical resident. Feedback responsiveness is not an inborn trait, but a skill that can be cultivated. Surgical learners should be assessed for feedback responsiveness and techniques for improvement should be incorporated into the didactic curriculum.