Background: Feedback in clinical training is essential to reinforce positive behaviors and to provide areas for improvement. Numeric ratings from student performance evaluations are helpful but are not sufficient to guide the learner about where they may be excelling and where they may need additional development. Narrative written feedback both reinforces verbal feedback and provides [...]

Background: Diagnostic and clinical reasoning errors are common and a source of harm to our patients. Improving clinical reasoning skills is challenging due to the absence of feedback. Care transitions have been recognized as an area of vulnerability for hospitalized patients, however, they also represent opportunities for error recognition and improvement as the oncoming clinician [...]

Background: Systematic and real-time gathering of data is central to the feedback loop to help providers guide and continuously improve their practice in a Learning Healthcare System (Figure 1). Despite these worthy goals health systems rely on Electronic Medical Record systems (EMRs) that make the routine collection and analysis of data for providers a laborious, [...]

Background: Peer feedback facilitates clinician growth, but obtaining feedback is challenging in inpatient settings where provider teams switch frequently. Often supervisors only hear of extremely positive or negative behaviors. Currently, there is no validated evaluation tool for hospitalist faculty. Historically, our group’s method for soliciting peer evaluations for 180+ staff resulted in 30-40 completed evaluations [...]

Background: Physician communication scores within the HCAHPS (Hospital Consumer Assessment of Healthcare Providers and Systems) directly impacts a hospitals STAR rating. Provider engagement is essential in improving clinical outcomes, quality of care and overall efficiency. There is a high rate of physician burnout and disengagement post pandemic. When physicians are disengaged the hospitals do not [...]

Background: Effective feedback is essential for learners to develop skills needed to provide quality patient care and to work productively on teams. Hospitalists supervising students and residents are an important source of feedback, yet must balance teaching with the demands of direct patient care and other non-clinical obligations. 84% of 812 hospitalists in a national [...]

Background: Structured peer observation programs – in which clinicians observe one another and provide feedback – are potential mediators for spreading “best practices” and encouraging feedback among a group. Studies show hospitalist peer observation programs are feasible, perceived favorably by participants, and lead to improvements in self-reported assessments of teaching abilities. However, existing peer-observation models [...]