Radiologist preferences for faculty development initiatives to improve resident feedback in the era of competency-based medical education

Bibliographic Data

ID15327906
AuthorsLaura Wong (0000-0002-7800-797X, Kingston Health Sciences Centre), Ethan Sacoransky (0009-0001-5578-9649, Queen's University, corresponding author), Wilma M Hopman (0000-0002-3023-0080, Kingston Health Sciences Centre), Wilma Hopman (Kingston General Hospital Research Institute, Kingston Health Sciences Centre, Kingston, ON, Canada), Omar Islam (0000-0002-3222-9374, Kingston Health Sciences Centre), Andrew D Chung (0000-0001-5114-4379, Kingston Health Sciences Centre), Benjamin Y M Kwan (0000-0002-1124-3206, Kingston Health Sciences Centre)
Year2024
Volume29
Issue1
Pages2357412-2357412
Publication date2024-05-29
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueMedical Education Online (JOURNAL)
Journal identifiersISSN: 1087-2981 • E-ISSN: 1087-2981
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/10872981.2024.2357412
PMID38810150
OpenAlexW4399120665
LanguageEN
Citations received1
References cited40

Assessment of preceptor perceptions reveals that faculty recognize the importance of offering high-quality written feedback to learners. Faculty openness to quality improvement interventions for curricular reform relies on having sufficient time, knowledge, and skills for effective assessments. This suggests that integrating routine performance metrics into faculty assessments could serve as a catalyst for enhancing future feedback quality

Faculty Development · Medical education · Professional development · Clinical Reasoning and Diagnostic Skills · Innovations in Medical Education · Medicine · Psychology · Radiology practices and education

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