Facilitating Residents’ Understanding of Electronic Health Record Report Card Data Using Faculty Feedback and Coaching
Bibliographic Data
PURPOSE: Feedback continues to present a challenge for competency-based medical education. Clear, consistent, and credible feedback is vital to supporting one's ongoing development, yet it can be difficult to gather clinical performance data about residents. This study sought to determine whether providing residents with electronic health record (EHR)-based report cards, as well as an opportunity to discuss these data with faculty trained using the R2C2 model, can help residents understand and interpret their clinical performance metrics. METHOD: Using action research methodology, the author team collected EHR data from July 2017 to February 2020, for all residents (n = 21) in one 5-year Emergency Medicine program and created personalized report cards for each resident. During October 6-17, 2020, 8 out of 17 eligible residents agreed to have their feedback conversations recorded and participate in a subsequent interview with a nonphysician member of the research team. Data were analyzed using thematic analysis, and the authors used inductive analysis to identify themes in the data. RESULTS: In analyzing both the feedback conversations as well as the individual interviews with faculty and residents, the authors identified 2 main themes: (1) Reactions and responses to receiving personalized EHR data and (2) The value of EHR data for assessment and feedback purposes. All participants believed that EHR data metrics are useful for prompting self-reflection, and many pointed to their utility in providing suggestions for actionable changes in their clinical practice. For faculty, having a tool through which underperforming residents can be shown "objective" data about their clinical performance helps underscore the need for improvement, particularly when residents are resistant. CONCLUSIONS: The EHR is a valuable source of educational data, and this study demonstrates one of the many thoughtful ways it can be used for assessment and feedback purposes
Coaching · Data collection · Faculty Development · Medical education · Professional development · Qualitative research · Thematic analysis · Clinical Reasoning and Diagnostic Skills · Innovations in Medical Education · Medicine · Psychology · Student Assessment and Feedback
How feedback works in practice
Application of the R2C2 Model to In-the-Moment Feedback and Coaching
Centering Criticality in Medical Education Research
Leveraging Electronic Health Record Data and Measuring Interdependence in the Era of Precision Education and Assessment
Competing discourses, contested roles
Untangling feedback
Using learning analytics in clinical competency committees
Assessment, feedback and the alchemy of learning
Grounded theory, mixed methods, and action research
The “Educational Alliance” as a Framework for Reconceptualizing Feedback in Medical Education
Formative assessment and the design of instructional systems
Elucidating system‐level interdependence in electronic health record data
Participatory action research
Using thematic analysis in psychology
| Unique citing works | 7 |
|---|---|
| Citations per year | 1,75 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |