Objective: Since 2015, a permanent quality cycle is mandatory for medical residency specialist training. One aspect of this cycle is the System for Evaluation of Teaching Qualities (SETQ), which allows trainees to give feedback about their supervisor. We analysed how these quality evaluations are discussed within groups of supervisors.
Design: Questionnaire study amongst residency training program directors.
Method: From September 2013 till February 2014, an online questionnaire was distributed amongst 255 program directors of medical residency specialist training in 54 teaching hospitals. The questionnaire assessed (a) if feedback was discussed, (b) the purpose of the feedback discussions, (c) their format, (d) the perceived outcomes and (e) any need for supervisor support in relation to any future feedback discussions.
Results: The response rate for the questionnaire was 61%. The majority of supervisor groups (86%) followed up on their individual SETQ feedback. Formats included individually between the program director and supervisor (34%), in a peer group of supervisors (69%), and in group format involving both trainees and supervisors (68%). Respondents listed the mutual learning process and devising improvement plans as aims of discussing feedback in a group format. There is considerable variation between groups of supervisors in terms of how the feedback is discussed. Over fifty percent of the group discussions resulted in concrete agreements for improvement plans.
Conclusion: The feedback by trainees on the teaching performance of their supervisors is not wasted. The vast majority of supervisors follow up on their teaching performance feedback in peer group meetings.