SHM Converge Scientific Abstract ePoster Gallery-Exploring the Role of Trust in Faculty's Willingness to Give Constructive Feedback to Learners

Pdf Summary

This qualitative study examined how trust affects faculty willingness to give constructive feedback to learners in clinical learning environments. The authors used trust as a guiding concept and interviewed 23 physician faculty members in an academic medical center’s department of medicine between November 2023 and January 2024. Interview data were analyzed using reflexive thematic analysis.<br /><br />Faculty members emphasized that constructive feedback works best within meaningful, longitudinal relationships with learners. When those relationships were absent, faculty were often hesitant to give feedback because of concerns related to trust and risk.<br /><br />Four main themes emerged:<br />1. Lack of trust in their own skills and judgment — faculty worried they had not observed learners enough or lacked confidence in giving feedback effectively.<br />2. Lack of trust in learners as invested partners in learning — some doubted whether learners truly wanted or would use feedback.<br />3. Lack of trust in systems and culture — faculty feared their institution might not support struggling learners well or protect faculty if feedback was poorly received.<br />4. Perceived risks of giving feedback — faculty worried about harming learners emotionally, being seen as biased, or facing retribution themselves.<br /><br />Overall, faculty recognized that constructive feedback is essential for learner growth, but they also viewed it as potentially risky for both learners and themselves. The findings suggest that trust and risk are intertwined in faculty-learner relationships, and that improving feedback in clinical learning environments will likely require multiple strategies addressing individual, relational, and institutional factors.

Asset Subtitle

Jackeline P. Vajta Gomez

Meta Tag

Author List Brian Schwartz, Bridget O'Brien, Griffin Plattner, Jackeline P. Vajta Gomez

Category Research

Concept Trust

Concept Feedback

Concept Faculty

Concept Learner

Concept Faculty-Learner Relationship

Distinguished Non-Finalist

Presenter Organization Ucsf

Presenting Author Jackeline P. Vajta Gomez

Track Education

Keywords

constructive feedback

faculty trust

clinical learning environment

physician faculty

learner relationships

qualitative study

reflexive thematic analysis

medical education

feedback risk

institutional culture

Trust

Feedback

Faculty

Learner

Faculty-Learner Relationship