Effects of individualized observation with feedback on attending physicians’ clinical teaching

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Abstract
This study examined the effects of a program in which 28 attending physicians’ teaching behaviors were recorded by trained observers for a 5‐day period, the physicians’ teaching effectiveness was rated by learners, and the physicians were provided with recommendations for behavioral change during individual consultations. Fourteen physicians randomly assigned to a treatment group received the consultations 1 to 3 weeks prior to a second round of observations and ratings. The consultations involved feedback to the attending physicians on their observed teaching behavior, their ratings by learners, and the qualitative comments provided by observers and learners. The 14 attending physicians assigned to a control group also received consultations, but not until after the second round of observations and ratings. Data analysis revealed that treatment group members were more likely to change their teaching behaviors than were control group members. There was no difference between the groups on learner ratings of teaching effectiveness. However, a post hoc analysis indicated a significant difference between residents’ overall effectiveness ratings for attending physicians demonstrating behavior change and attending physicians not demonstrating such change. Finally, attending physicians reported substantial levels of satisfaction regarding the consultation process.

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