TITLE:
Bedside Teaching in the Emergency Department: A Model for Delivering Effective Learner-Centered Feedback
AUTHORS:
Matthew Ryan
KEYWORDS:
Feedback, Learner-Centered, Bedside Teaching, Crucial Conversations, Knowledge Gaps
JOURNAL NAME:
Creative Education,
Vol.13 No.3,
March
14,
2022
ABSTRACT: Providing learner-centered feedback that is direct, well-timed and based
on objective data is one of the most effective tools we have in medical
education. The absence of feedback is a missed learning opportunity: good
performances are not reinforced and poor performances remain uncorrected. Some
common models for delivering fail to address the significance of why feedback
is being given and may dilute the intended message. The overarching objective
of this work is to underscore the importance of learner-centered feedback,
discuss the limitations of providing feedback in the emergency department (ED)
and to provide a model of what we learned based on seminars, survey data and
feedback from conference presentations that works well in giving feedback. The
model has been introduced locally and pilot data for its effectiveness are
presented herein.