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Table 2 Descriptive results of the participants

From: Clinical learning in the context of uncertainty: a multi-center survey of emergency department residents’ and attending physicians’ perceptions of clinical feedback

  Clinical teachers (n = 90) Residents (n = 54) p-value
Male gender 75 (83.3) 48 (88.9) 0.3605
Age 40.2 (5.47) 29.9 (1.51) < 0.0001
Branch 0.8279
 Site A 45 (50.0) 25 (46.3)
 Site B 14 (15.6) 7 (13.0)
 Site C 12 (13.3) 7 (13.0)
 Site D 19 (21.1) 15 (27.8)
Seniority (Attending / Residents) NA
5 yrs. / 1st year 28 (31.1) 12 (22.2)
 6 -10 yrs / 2nd year 27 (30.0) 13 (24.1)
 11-15 yrs / 3rd year 24 (26.7) 17 (31.5)
 16-20 yrs / 4th year 8 (8.89) 12 (22.2)
  > 20 yrs / 5th year 3 (3.33) 0 (0)
Initiation of the feedbacka < 0.0001
 Mostly by Clinical teacher 50 (55.6) 6 (11.1)
 Mostly by Residents 3 (3.33) 4 (7.40)
 About fifty-fifty 37 (41.1) 44 (81.5)
Feedback duration (each)a 0.0003
 Less than 1 min 3 (3.33) 4 (7.40)
 1 to 5 min 73 (81.1) 42 (77.8)
 5 to 10 min 2 (2.22) 8 (14.8)
 More than 10 min 12 (13.3) 0 (0)
Feedback frequency 0.2623
  ≥ 5 per shift 32 (35.6) 13 (24.1)
  < 5 per shift 50 (55.6) 33 (61.1)
 Once every 2–3 shifts 8 (8.89) 7 (13.0)
 Once every > 3 shifts 0 (0) 1 (1.85)
Attended feedback training course 45 (50.0)    NA
University affiliated 15 16.7    NA
  1. aStatistically significant difference detected between groups using Chi-square test, Fisher exact test, or independent T test, when appropriate