Providing Effective Feedback on Professionalism Lapses in the Emergency Department
1Professor, Department of Emergency Medicine, Dalhousie University, Canada
Feedback is important in achieving behaviour modification. Despite our knowledge of this fact, remaining honest and providing feedback on all facets of performance remain challenges in all medical disciplines. In Emergency Medicine we have the unique opportunity for direct observation and for fact-checking with patients and their families in addition to other Emergency Department staff. Despite this important opportunity, the provision of honest and meaningful feedback remains a struggle, particularly for feedback pertaining to professionalism lapses including communications, attire, demeanour and general deportment.
In this session, the concepts of an “Educational Alliance” (1) and the “R2C2”(2) method will be reviewed and discussed. We will also discuss the factors that incite learner to adopt feedback-seeking behaviours(3). These approaches will be applied to real Emergency Medicine learner cases of professionalism lapses and discussion of tips and tricks with then be shared with participants.
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(1) Telio, Summer, Rola Ajjawi, and Glenn Regehr. "The “educational alliance” as a framework for reconceptualizing feedback in medical education." Academic Medicine 90.5 (2015): 609-614.
(2) Sargeant, Joan, et al. "Facilitated reflective performance feedback: developing an evidence-and theory-based model that builds relationship, explores reactions and content, and coaches for performance change (R2C2)." Academic Medicine 90.12 (2015): 1698-1706.
(3) Delva, Dianne, Joan Sargeant, Stephen Miller, Joanna Holland, Peggy Alexiadis Brown, Constance Leblanc, Kathryn Lightfoot, and Karen Mann. "Encouraging residents to seek feedback." Medical teacher 35, no. 12 (2013): e1625-e1631.