The Reaction of Faculty Staff to Resident`s Feedback on Their Teaching Performance - Essay Example

The Reaction of Faculty Staff to Resident`s Feedback on Their Teaching Performance Introduction In the research paper explaining how faculty members act upon resident`s feedback to improve their teaching performance, the primary aim was to increase understanding of reaction of faculty staff to resident`s feedback on their teaching performance. The study is based on the context of excellence teaching performance will ensure patient's safety and resident`s learning (Van der Leeuw 2011, p.2). Critical review of the research paper will include the format that the paper has used and in each section, a summary will be written then the critique of that article made. Additionally, the research paper will be approached from a different methodological perspective and how this will affect the findings and conclusion will be explored. Abstract. The abstract is well drafted, and it has outlined the methods used and the main findings. The research would have more information present the research problem clearly. It is not clear from the abstract where the research problem. It has stated the aim of the research paper which is to increase understanding on how the reaction of faculty staff to resident`s feedback on their teaching performance. It would be in helpful to include a recommendation in this paper in order to know the next step of action. Research questions The paper presents two research objectives that are later structured into research questions. The research objectives that were structured by research questions are: how the faculty staff proceeds on receiving feedback and the factors that influence on their progression (Van der Leeuw 2011, p.2). The objectives seem to look on the progress after the feedback. The aim was to increase understanding in the reaction to feedback. The objectives should be in line with the objective of the study. The inclusion of an objective that explores more on how the nature of the feedback makes the faculty react would help create more insight. The research questions give the direction to be followed during the research process. Literature review The research problem is clearly stated, and it gives the rationale of the study, the there is a reliable system in place that provides feedback. The issue is responsiveness of the faculty staff to the feedback. This agrees with the work of Steinert et al. (2006, p. 498) that stated that the change in teaching behaviors after feedback was not frequently researched on. The literature is up to date as most of the references were recent giving information of the recent advances. The literature used is relevant as it connects with feedback and the actions after the feedback. It has uses trans theoretical model that describes change process. It presents balanced information on how the faculty responds to feedback using the Trans theoretical framework model (Prochaska 2008, p.849). The literature is consistent with the primary aim of the research. However, in the literature review there seems to be gaps. There is scanty information about the previous research effort, and the focus is more on change. According to Steinert et al. (2006, p. 512-513), the work that was done five years before this research states that there is information about change in feedback though less. This means that after that period more information would be available to be used. The paper would have included more models and theories to explain the responsiveness to feedback. Behavioral change theory, for instance, would have been incorporated to understand the process that occurs better. The statement that there is a lack of knowledge on the responsiveness of faculty staff to feedback given is ungrounded. The exploration of other forms of reinforcement and motivators to improve performance would also be explored (Zastrow et al. 2010, p. 322) Methods The study is qualitative, and it utilized interview technique. The faculty was supplies feedback through the system for evaluation of teaching qualities. One-month period, the members filled net questionnaires that consisted self-evaluation. The participants came from 29 hospitals from multidiscipline with 1500 faculty staff and 1100 residents. Through the set selection criteria, then interviews were held, and audio recording was done. Data was analyzed using template analysis technique. Twelve men and twelve women participated in the research. The findings were related to the trans-theoretical model (Van der Leeuw 2011, p.5) The research is qualitative with use of semi-structured questions. The methods are consistent with the study design. This is consistent with (Glynis Cousin 2009, p.65) that states that the methods employed in research should meet the aim of the study and maintained consistency. Qualitative research is good at measuring behavior, and it explores issues into finer details (John 2014, p.23).The approach on how to go with the methodology is clear and can be replicated easily. Any accurately performed research should be replicated in other settings (Glynis 2009, p.234). The methods are, and the details of data collection by giving open-ended questions then closed question in interview and recording of the interview are handy. The ethical considerations of confidentiality have been stated, and the necessary details have been included in the study. Research must adhere to the ethical considerations (John 2014, p.23). However, the research paper seems to be void on how validity and reliability were managed. Validity and reliability makes the study be replicated in other settings (John 2014, p.65). They have to be, and the criteria for achieving them would be stated. On the other hand, the interview session took relative long, and the questions took more time to answer. The technique on how the sample size arrived is not clear even though the exclusion criteria are. The sample size helps to determine the research power and the representativeness. When the sample size is too small the study power is weak hence less representative and the vice versa is true (Louis et al. 2011, p.45). Results It explains the stages of change (Prochaska 2008, p.849). In the contemplation section, members had feelings from feedback, and this raised their consciousness. This was the process of change taking place. They responded differently to the increasing awareness. Others accepted while other refused the feedback. The respondents had various reasons for not taking action. At the contemplation, these members had the intention to take an action. This was influenced by the negative feedback and the negative impact on the residents if change was made. The interviewee who had plans to take the action was seen to be in preparation state while those who had overt change in their teaching were seen to have taken steps. Those who had adjusted teaching for 6months were seen to be in maintenance. The report section has an elaborate explanation of the change process. The change process has been explained how it was achieved and the reinforcement process. The flow is logic and apparent. However, it is hard to determine whether feedback has led to the change or the individual had set to change before the feedbacks were given. The information should have been presented in other charts (Tavakol & Sandars 2014, p.744). Findings and conclusion All the stages of change and change process were picked up self-efficacy and pros, and cons were picked. However, not all the constructs were selected in all stages. The members who had negative emotions did not act upon feedback and those who showed commitment on receiving the feedback progressed through all the stages to achieve change (Van der Leeuw 2011, p.5). The negative emotions aspects stimulate the faculty member to progress through the stages. There is no clear conclusion on the aim of the research; however, the changes were started in these findings. It would be clear if the paper had a conclusion part of its own. It was found that the faculty member has utilized feedback to improve their teaching performance, and systematic feedback is critical to maintaining high standards of residency training (Sutton 2012, p.324). Strengths and limitations A major strength is the random selection of interviewee from a large pool of multi-disciplinary and multi-institution category. This demonstrates richness in data collected. This consequence increases confidence of the data. The use of trans-theoretical models well builds in this paper. The major weakness is the research relied on what the participants state was the change they developed. This is prone to elements of bias. Different methodological approach The research should add another research objective: to determine the nature of the response the feedback generated than the actions. The qualitative research was to employ the questionnaire in collective data. They would divide the questions into parts and administer different cohorts that would each receive different questionnaires. Then they would be assembled together. This would help to avoid the cumbersome effect of the lengthy interviews (Tavakol & Sandars 2014, p.744). The study would include other variables that can potentially affect the findings of the research. This includes gender and the age of the faculty staff. The old aged staff has a tendency to lag behind when it comes to change (Hurley 2012, p.125). Longitudinal research would be done in order to monitor the progress of the participants and incorporate the observation effects combined with the response of the residents. This would avoid the biases that is expected when individual interview is done. This longitudinal research will show the progress of the faculty members (Tavakol & Sandars 2014, p.745). This increases the confidence of the study. This information would then be presented in graphs and related to trans-theoretical model. The research should have also incorporated more participants. Because of the large sample size that was readily available, twenty-four participants are few. This gives the research paper weak to be replicated in other settings. The factors that enhance change were also to be included in the research, and they be rated on how they affect change. Some change may have occurred without the feedback effect, and other motivators such as salary, praise of the faculty staff, personal commitment can lead to change. This will provide the exact extent that feedback affect the faculty staff. It will be wrong to assume that feedback has the effect on an individual and can lead to change. Incorporating other model or theory would have expanded the finding that was obtained (Porte 2010, p.34) The findings will have affected the conclusion of the paper. First, with the use of the longitudinal design it would be evident which type of feedback brought change over years. The snapshot research would have been affected by other factors. It also would be tracked down from period to period to determine whether the negative emotions lead to change or result in no change. Also, explore whether the determination seen in those make change found the determination from other external stimuli. Influence of external stimuli such as mentors can affect a change (Hurley 2012, p.56). Therefore, the longitudinal surveys of these factors would help determine how accurately feedback influences change. Use of theory like behavioral change theory in learning would help put together feedback and other reinforce to lead to change. Exposure to feedback without external motivating stimuli rarely leads to change (Zastrow et al. 2010, p. 323). The use of larger sample size and use of questionnaire is that have different set of questions to the grouped interviews would help to determine how the faculty staffs were affected by the feedback and the actions they took because they have sufficient time to respond to the few questions presented to them. Similarly, gender and age factors were likely to affect the responsiveness to the feedbacks. This, therefore, would cover more aspect that would be analyzed by a more sophisticated technique to find out how the feedback can lead to change so as to improve the teaching, and the patient safety be assured (Sutton 2012, p.324). Reflective of what has been learned from the paper Critical review of a research paper helps one develop more critical and creative approach to research. The review shows that before conducting a research many aspects of research are to be considered. The research design and methodology gives the shape of the study. They have to be coherent with the research problem or aim of the study. Literature reviews should be robust and consist related research and their findings. Ungrounded facts in the research hold no place. The use of up to date resources is important because it helps determine where research is headed. The conclusion made in a research paper should can be generalized to other similar settings. Just like this paper, all research papers undergo critical review. References Hurley, S. L. (2012). Consciousness in action. Cambridge, Mass. [u.a.], Harvard Univ. Press. Glynis Cousin (2009). Researching Learning in Higher Education: An Introduction to Contemporary Methods and Approaches. Routledge, New York and London John W. Cresswell (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 4th edition, SAGE. Louis Cohen, Lawrence Manion, Keith Morrison, Research Methods in Education, (2011), 7th edition, Routledge. Porte, G. K. (2010). Appraising research in second language learning: a practical approach to critical analysis of quantitative research. Amsterdam, John Benjamins Pub. Co. Prochaska, J.O., 2008. Decision making in the Transtheoretical Model of Behavior Change. Medical Decision Making, 2008, 28, pp. 845-849 Steinert, Y., Mann, K., Centeno, A., Dolmans, D., Spencer, J., Gelula, M., Prideaux, D. 2006. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No 8., Medical Teacher, 2006, 28(6), pp. 497-526. Sutton, R., Douglas, K., & Hornsey, M. J. (2012). Feedback: the communication of praise, criticism, and advice. New York, Peter Lang. Tavakol, M. & Sandars, J., 2014. Quantitative and Qualitative methods in medical education research: AMEE Guide No 90: Part I and Part II, Medical Teacher 2014, 36, pp. 746-756, 838-848. Van der Leeuw RM, Slootweg IA, Heineman MJ, Lombarts KMJMH (2013). Explaining how faculty members act upon resident's feedback to improve their teaching performance. Medical Education 47(11):1089-1098 Zastrow, C., & Kirst-Ashman, K. K. (2010). Understanding human behavior and the social environment. Belmont, CA, Brooks/Cole Cengage Learning. Read More