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Research article
Medical residents and attending physicians’ perceptions of feedback and teaching in the United States: a qualitative study  
Madeleine Matthiesen, Michael S. Kelly, Kristina Dzara, Arabella Simpkin Begin
J Educ Eval Health Prof. 2022;19:9.   Published online April 26, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.9
  • 8,148 View
  • 352 Download
  • 1 Web of Science
  • 1 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
Residents and attendings agree on the importance of feedback to resident education. However, while faculty report providing frequent feedback, residents often do not perceive receiving it, particularly in the context of teaching. Given the nuanced differences between feedback and teaching, we aimed to explore resident and attending perceptions of feedback and teaching in the clinical setting.
Methods
We conducted a qualitative study of internal medicine residents and attendings from December 2018 through March 2019 at the Massachusetts General Hospital to investigate perceptions of feedback in the inpatient clinical setting. Residents and faculty were recruited to participate in focus groups. Data were analyzed using thematic analysis to explore perspectives and barriers to feedback provision and identification.
Results
Five focus groups included 33 total participants in 3 attending (n=20) and 2 resident (n=13) groups. Thematic analysis of focus group transcripts identified 7 themes which organized into 3 thematic categories: (1) disentangling feedback and teaching, (2) delivering high-quality feedback, and (3) experiencing feedback in the group setting. Residents and attendings highlighted important themes in discriminating feedback from teaching. They indicated that while feedback is reactive in response to an action or behavior, teaching is proactive and oriented toward future endeavors.
Conclusion
Confusion between the critical concepts of teaching and feedback may be minimized by allowing them to each have their intended impact, either in response to prior events or aimed toward those yet to take place.

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  • Resident Assessment of Clinician Educators According to Core ACGME Competencies
    Bailey A. Pope, Patricia A. Carney, Mary C. Brooks, Doug R. Rice, Ashly A. Albright, Stephanie A. C. Halvorson
    Journal of General Internal Medicine.2024; 39(3): 377.     CrossRef
Review
Nurse educators’ experiences with student incivility: a meta-synthesis of qualitative studies  
Eun-Jun Park, Hyunwook Kang
J Educ Eval Health Prof. 2020;17:23.   Published online August 11, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.23
  • 7,615 View
  • 268 Download
  • 6 Web of Science
  • 5 Crossref
AbstractAbstract PDFSupplementary Material
This study aimed to synthesize the best available qualitative research evidence on nurse educators’ experiences with student incivility in undergraduate nursing classrooms. A meta-synthesis of qualitative evidence using thematic synthesis was conducted. A systematic search was performed of 12 databases for relevant literature published by March 31, 2019. Two reviewers independently conducted critical quality appraisals using the checklist for qualitative research developed by the Joanna Briggs Institute. Eleven studies that met the inclusion criteria were selected for review. From the pooled study findings, 26 descriptive themes were generated and categorized into the following 5 analytical themes: (1) factors contributing to student incivility, (2) management of student incivility, (3) impact: professional and personal damage, (4) impact: professional growth, and (5) initiatives for the future. Many nurse educators became confident in their role of providing accountability as both educators and gatekeepers and experienced professional growth. However, others experienced damage to their personal and professional life and lost their motivation to teach. Nurse educators recommended the following strategies for preventing or better managing student incivility: institutional efforts by the university, unified approaches for student incivility within a nursing program, a faculty-to-faculty network for mentoring, and better teaching and learning strategies for individual educators. These strategies would help all nurse educators experience professional growth by successfully preventing and managing student incivility.

Citations

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  • American Academy of Nursing Expert Panel Consensus Statement on leveraging equity in policy to improve recognition and treatment of mental health, substance use disorders, and nurse suicide
    JoEllen Schimmels, Carla Groh, Michael Neft, Lucia Wocial, Cara Young, Judy E. Davidson
    Nursing Outlook.2023; 71(3): 101970.     CrossRef
  • Faculty-to-faculty incivility in nursing academia: A qualitative systematic review
    Eun-Jun Park, Hyunwook Kang
    Journal of Professional Nursing.2023; 48: 1.     CrossRef
  • İmgeleme tekniğinin hemşirelik öğrencilerinin öz yeterlilik-yeterlilik ve kaygı düzeylerine etkisi
    Betül KUŞ, Özlem ŞAHİN AKBOĞA, Gülay YILMAZ
    Bozok Tıp Dergisi.2023;[Epub]     CrossRef
  • Experiences of undergraduate nursing students with faculty incivility in nursing classrooms: A meta-aggregation of qualitative studies
    Eun-Jun Park, Hyunwook Kang
    Nurse Education in Practice.2021; 52: 103002.     CrossRef
  • Can nursing educators learn to trust the world’s most trusted profession?
    Philip Darbyshire, David R. Thompson
    Nursing Inquiry.2021;[Epub]     CrossRef
Research article
Husserlian phenomenology in Korean nursing research: analysis, problems, and suggestions  
Hye-Kyung Kim, Myunghee Jun, Stephanie Rhee, Michael Wreen
J Educ Eval Health Prof. 2020;17:13.   Published online April 21, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.13
  • 10,368 View
  • 200 Download
  • 12 Web of Science
  • 12 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
This paper is a critical review of the descriptive phenomenological methodology in Korean nursing research. We propose constructive suggestions for the improvement of descriptive phenomenological methodology in light of Husserl’s phenomenological approaches.
Methods
Using the keywords of ‘phenomenology,’ ‘experience,’ and ‘nursing,’ we identify and analyze 64 Korean empirical phenomenological studies (selected from 282 studies) published in 14 Korean nursing journals from 2005 to 2018. The PubMed and the Korea Citation Index were used to identify the studies.
Results
Our analysis shows that all the reviewed articles used Giorgi’s or Colaizzi’s scientific phenomenological methodology, without critical attention to Husserl’s philosophical phenomenological principles.
Conclusion
The use of scientific phenomenology in nursing research, which originated in North America, has become a global phenomenon, and Korean phenomenological nursing research has faithfully followed this scholarly trend. This paper argues that greater integration of Husserlian phenomenological principles into scientific phenomenological methodology in nursing research, such as participant-centered bracketing and eidetic reduction, is needed to ensure that scientific phenomenology lives up to its promise as a research methodology.

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    Jiwon Kang, Purum Kang
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    Lara del Valle, Silvia Corchón, Josefa Palop, Jose María Rubio, Luis Celda
    European Journal of Cancer Care.2022;[Epub]     CrossRef
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    Gugu M. Ndawo
    Health SA Gesondheid.2022;[Epub]     CrossRef
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Review Article
An overview of ethnography in healthcare and medical education research
Leigh Goodson, Matt Vassar
J Educ Eval Health Prof. 2011;8:4.   Published online April 25, 2011
DOI: https://doi.org/10.3352/jeehp.2011.8.4
  • 46,008 View
  • 515 Download
  • 84 Crossref
AbstractAbstract PDF
Research in healthcare settings and medical education has relied heavily on quantitative methods. However, there are research questions within these academic domains that may be more adequately addressed by qualitative inquiry. While there are many qualitative approaches, ethnography is one method that allows the researcher to take advantage of relative immersion in order to obtain thick description. The purpose of this article is to introduce ethnography, to describe how ethnographic methods may be utilized, to provide an overview of ethnography's use in healthcare and medical education, and to summarize some key limitations with the method.

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    Elizabeth Taylor, Fiona Jones, Christopher McKevitt
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    John Launer
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JEEHP : Journal of Educational Evaluation for Health Professions