Patient Feedback to Enhance Residents’ Learning: A Patient and a Resident Perspective

Abstract

Patients are becoming more involved in healthcare, however, their involvement in postgraduate medical education (PGME) is often less prominent. We provide insight into patients’ and residents’ perspectives regarding possible topics for patient feedback, to increase its use and effectiveness in PGME. Semi-structured interviews with 20 purposefully sampled patients were done and 15 residents filled out a fully qualitative questionnaire. The sample size was not calculated as we aimed for data sufficiency. Content analysis was inspired by grounded theory. Topics mentioned by patients and residents were communication skills and communication of medical knowledge. While patients find organizational matters and personal aspects important topics, residents do not. Patients intend to provide feedback on task-, process-, and self-level, whereas residents do not wish to receive feedback on self-level. Topics mentioned by patients corresponded with various CanMEDS roles, that is, communicator, collaborator, professional, and leader. Feedback directed on task- and process-level would be of residents’ interest, including feedback on the physician-patient relationship and communication of medical knowledge. Patient feedback should not only focus on communication skills but also on other CanMEDS roles. To provide effective feedback and ensure that it remains at the level that enhances residents’ learning, patients should avoid giving feedback on self-level.