Feedbackgespräche in der Weiterbildung

Die Anaesthesiologie, vol. 75, pp. 549–556

Abstract

BACKGROUND: Feedback is one of the most powerful influences on learning and achievement. Nevertheless, residents receive too little of it during postgraduate clinical education. Currently mandatory annual professional development reviews are perceived as inadequate by residents. OBJECTIVE: In order to make clinical feedback more frequently available, structured clinical feedback conversations were introduced in 2018 in the Department of Anesthesiology at the University Medical Center Hamburg-Eppendorf (UKE) in postgraduate education to accompany clinical workplace rotations. METHODS: ) the introduction regarding general perceptions of received feedback, any desire for more clinical feedback and general job satisfaction. The research question was if the introduction of feedback conversations could improve satisfaction of received feedback on job performance and overall job satisfaction among the residents. RESULTS: on average, 3.4 feedback conversations (mean 2) took place per resident, each lasting 10.4 min (mean 10 min). After the introduction of the feedback conversations, however, 84% viewed it as a more useful tool and 78% felt that the feedback conversations took place in an appreciative and respectful atmosphere. In comparison before and after the introduction of the feedback conversations the residents increasingly felt they knew how their supervisors assessed their practical skills (p = 0.017), were treated by their supervisors as they desired (p = 0.039) and were more likely to be able to easily present their own criticisms and suggestions for improvement (p = 0.033); however, no improvement could be observed in general job satisfaction. CONCLUSION: In contrast to the mandatory annual professional development reviews, multiple feedback conversations per year are generally welcomed by the residents and recognized as a teaching tool for providing feedback. These feedback conversations also create a forum in which residents can more easily provide feedback to superiors. Thus, feedback conversations appear to contribute to a feedback culture and an appreciative and respectful working environment.

Authors 4

1. Nicolas Hoffmann

   University Medical Center Hamburg-Eppendorf · Albertinen Diakoniewerk

   Affiliation as printed

   Klinik für Anästhesiologie und Intensivmedizin, Albertinen-Krankenhaus, Hamburg, Deutschland. nicolas.hoffmann@immanuelalbertinen.de

   Klinik und Poliklinik für Anästhesiologie, Universitätsklinikum Hamburg-Eppendorf, Hamburg, Deutschland. nicolas.hoffmann@immanuelalbertinen.de

2. Martin Klasen Aachen AIXTRA - Kompetenzzentrum für Training und Patientensicherheit

   RWTH Aachen University

   Affiliation as printed

   AIXTRA Kompetenzzentrum für Training und Patientensicherheit - RWTH Aachen, Aachen, Deutschland

3. Katharina Röher

   University Medical Center Hamburg-Eppendorf

   Affiliation as printed

   Klinik und Poliklinik für Anästhesiologie, Universitätsklinikum Hamburg-Eppendorf, Hamburg, Deutschland

4. Saša Sopka Aachen AIXTRA - Kompetenzzentrum für Training und Patientensicherheit Klinik für Anästhesiologie

   Universitätsklinikum Aachen · RWTH Aachen University

   Affiliation as printed

   AIXTRA Kompetenzzentrum für Training und Patientensicherheit - RWTH Aachen, Aachen, Deutschland. ssopka@ukaachen.de

   Klinik für Anästhesiologie, Universitätsklinikum Aachen, Aachen, Deutschland. ssopka@ukaachen.de