STUDY OBJECTIVE: To determine needs, adequacy, types of resources, and challenges in teaching faculty how to provide feedback to residents. DESIGN: Survey instrument. SETTING: Academic medical center. PARTICIPANTS: Of the 115 anesthesia residency program directors surveyed, 69 responses were received (60% response rate). MEASUREMENTS: Percentages of respondents who indicated categories of need, adequacy, and types of resources for teaching faculty to give feedback to residents were recorded, as were narrative descriptions of challenges confronted by respondents. MAIN RESULTS: While the percentage of programs with faculty development resources has increased from 20.2% in 1999 to 48% today, an overwhelming majority of program directors (90%) feel that faculty require more training in providing feedback to residents. The majority of program directors also want more resources to train their faculty in providing feedback. CONCLUSIONS: While the perceived gap in providing training for faculty in giving feedback to anesthesia residents has narrowed, program director responses suggest a substantial unmet need remains. Innovative new approaches are in order.
STUDY OBJECTIVE: To determine needs, adequacy, types of resources, and challenges in teaching faculty how to provide feedback to residents. DESIGN: Survey instrument. SETTING: Academic medical center. PARTICIPANTS: Of the 115 anesthesia residency program directors surveyed, 69 responses were received (60% response rate). MEASUREMENTS: Percentages of respondents who indicated categories of need, adequacy, and types of resources for teaching faculty to give feedback to residents were recorded, as were narrative descriptions of challenges confronted by respondents. MAIN RESULTS: While the percentage of programs with faculty development resources has increased from 20.2% in 1999 to 48% today, an overwhelming majority of program directors (90%) feel that faculty require more training in providing feedback to residents. The majority of program directors also want more resources to train their faculty in providing feedback. CONCLUSIONS: While the perceived gap in providing training for faculty in giving feedback to anesthesia residents has narrowed, program director responses suggest a substantial unmet need remains. Innovative new approaches are in order.