Priti Bhansali1, Ellen Goldman2. 1. Children's National Health System, Washington, District of Columbia, USA. 2. The George Washington University School of Medicine and Health Sciences, Washington, District of Columbia, USA.
Abstract
BACKGROUND: Family-centred rounds (FCRs) are becoming standard practice in in-patient paediatrics. Few faculty development programmes to train doctors in how to lead FCRs have been described in the literature, yet recent studies of peer feedback of in-patient rounds in internal medicine suggest benefits to teaching practices. Peer feedback may be useful as a faculty development method for FCRs. The study objective was to describe the experience of paediatric hospitalists participating in a peer feedback programme based on direct observation of FCRs. METHODS: This was a qualitative study of 13 paediatric hospitalists at an academic centre, who participated in individual semi-structured interviews about their experience with the programme of peer feedback of FCRs. Interviews were transcribed and the data were analysed by coding statements of interest. Like content was categorised into over-arching themes. RESULTS: The resultant themes included: (1) comfort is key for participation; (2) initial trepidation fades; (3) seniority has an effect; and (4) peer feedback of FCRs has value. Several specific elements of feedback were provided to improve teaching behaviours. Recent studies of peer feedback of in-patient rounds in internal medicine suggest benefits to teaching practices DISCUSSION: This faculty development programme of peer feedback based on direct observation of FCRs was endorsed by participants at our institution. Our findings serve to inform other programmes interested in peer feedback or in faculty development opportunities for FCRs.
BACKGROUND: Family-centred rounds (FCRs) are becoming standard practice in in-patient paediatrics. Few faculty development programmes to train doctors in how to lead FCRs have been described in the literature, yet recent studies of peer feedback of in-patient rounds in internal medicine suggest benefits to teaching practices. Peer feedback may be useful as a faculty development method for FCRs. The study objective was to describe the experience of paediatric hospitalists participating in a peer feedback programme based on direct observation of FCRs. METHODS: This was a qualitative study of 13 paediatric hospitalists at an academic centre, who participated in individual semi-structured interviews about their experience with the programme of peer feedback of FCRs. Interviews were transcribed and the data were analysed by coding statements of interest. Like content was categorised into over-arching themes. RESULTS: The resultant themes included: (1) comfort is key for participation; (2) initial trepidation fades; (3) seniority has an effect; and (4) peer feedback of FCRs has value. Several specific elements of feedback were provided to improve teaching behaviours. Recent studies of peer feedback of in-patient rounds in internal medicine suggest benefits to teaching practices DISCUSSION: This faculty development programme of peer feedback based on direct observation of FCRs was endorsed by participants at our institution. Our findings serve to inform other programmes interested in peer feedback or in faculty development opportunities for FCRs.