Written Feedback to Observed Medical Teaching Faculty: Perspectives of the Observed Participants

Purpose: Direct observation and feedback to medical trainees in the authentic workplace setting is considered by many medical educators to be the “gold standard” for teaching and assessing performance. Direct observation of medical faculty teaching and feedback can also be used as a faculty development method to improve faculty teaching skills and reflection. In this study, we explore the perspectives of medical teaching faculty to identify what they gained with direct observation and written feedback, by their faculty development instructor, as the concluding activity of a faculty development longitudinal certificate program. Method: From June 2014 to August 2014, at one academic healthcare institution, semi-structured interviews were conducted with medical teaching faculty who were observed teaching and who had received written feedback on their teaching performance. This qualitative study was conducted using the constant comparative method associated with a grounded theory approach, to identify themes from the transcribed interviews. Results: Eighteen (18) observed medical teachers [median age, 40 years (range 32-62 years), median years of employment, 5 years (range 3-46 years) at the institution] were interviewed. Comments were coded into 14 themes and then categorized into 2 broad domains of perceived outcomes and process-related comments. Outcomes of increased knowledge and skills in teaching, more positive attitudes about teaching, increased reflection about teaching and increased interest in professional development were described. The participants valued the experiential learning opportunity as it allowed them to apply learned teaching skills in their specific settings and to receive formative feedback from a trusted and experienced medical educator, and to obtain a certificate that provided recognition of their efforts to enhance their teaching skills. Unexpected outcomes described included increased awareness of the process of feedback, increased confidence in self-assessment skills, increased awareness of institutional support and expectations, and transfer of teaching strategies to other contexts. Participants recalled the process as a memorable event, based upon their relationship with the faculty development instructor and the credible aspects of the written evaluation. Conclusion: Medical teaching faculty who were observed and received written feedback felt supported and validated in their roles as teachers. Their perceptions of the value of direct observation and written feedback indicate that this faculty development strategy is valued by the participants. When designing and developing faculty observations and feedback, this study’s findings can help guide the design and implementation of faculty development programs, faculty teaching observations and feedback to faculty.