title: Peer-Assisted Analysis of Resident Feedback Improves Clinical Teaching: A Case Report.
abstract: Anesthesiologists play an important role in educating future clinicians. Yet few residency programs incorporate teaching skills into faculty development. Consequently, many anesthesiologists have limited training to supervise and educate residents. In turn, these attendings may receive negative feedback and poor evaluations from residents without a means to effectively improve. Peer-assisted teaching between faculty members may serve as a strategy to improve teaching skills. We report a case of peer-assisted analysis of resident feedback to identify specific areas of concern that were targeted for improvement. This approach resulted in improved teaching scores and feedback for the faculty member.
authors.affiliation: From the Department of Anesthesia, Critical Care and Pain Medicine, Massachusetts General Hospital, Boston, Massachusetts.
authors.forename: Christine L
authors.initials: CL
authors.lastname: Mai
authors.forename: Keith
authors.initials: K
authors.lastname: Baker
mesh_terms: D000072080:Anesthesiologists / Q000523:psychology*; D001291:Attitude of Health Personnel; D004503:Education, Medical, Graduate / Q000379:methods*; D005180:Faculty, Medical; D005260:Female; D000068156:Formative Feedback; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D007396:Internship and Residency; D010379:Peer Group; D013192:Staff Development; D013663:Teaching