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A novel peer feedback programme of family‐centred rounds
Author(s) -
Bhansali Priti,
Goldman Ellen
Publication year - 2018
Publication title -
the clinical teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.354
H-Index - 26
eISSN - 1743-498X
pISSN - 1743-4971
DOI - 10.1111/tct.12742
Subject(s) - peer feedback , medical education , seniority , coding (social sciences) , peer review , medicine , qualitative research , faculty development , peer group , psychology , professional development , social psychology , political science , sociology , social science , law
Summary Background Family‐centred rounds ( FCR s) are becoming standard practice in in‐patient paediatrics. Few faculty development programmes to train doctors in how to lead FCR s have been described in the literature, yet recent studies of peer feedback of in‐patient rounds in internal medicine suggest benefits to teaching practices. Peer feedback may be useful as a faculty development method for FCR s. The study objective was to describe the experience of paediatric hospitalists participating in a peer feedback programme based on direct observation of FCR s. Methods This was a qualitative study of 13 paediatric hospitalists at an academic centre, who participated in individual semi‐structured interviews about their experience with the programme of peer feedback of FCR s. Interviews were transcribed and the data were analysed by coding statements of interest. Like content was categorised into over‐arching themes. Results The resultant themes included: (1) comfort is key for participation; (2) initial trepidation fades; (3) seniority has an effect; and (4) peer feedback of FCR s has value. Several specific elements of feedback were provided to improve teaching behaviours. Recent studies of peer feedback of in‐patient rounds in internal medicine suggest benefits to teaching practicesDiscussion This faculty development programme of peer feedback based on direct observation of FCR s was endorsed by participants at our institution. Our findings serve to inform other programmes interested in peer feedback or in faculty development opportunities for FCR s.