Skip to main content

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