Step by Step

INTRODUCTION

Professional Profile Details

1/29/26 Anesthesiology Grand Rounds -Beyond the Feedback Sandwich: Delivering Feedback that Drives Growth - Sarah Merriam MD, MS

QUIZ

EVALUATION

CERTIFICATE

INTRODUCTION

Credit Hours: 1.00

Target Audience:

Anesthesiologists and anesthesiologists-in-training and other anesthesia professionals, nurse anesthetists and anesthesia assistants.

Educational Objectives:

Upon completion of this activity, participants should be able to:

  • Create a culture of feedback with your learners
  • Apply a framework to categorize different forms of feedback and their respective goals
  • Identify strategies that will help feedback lead to behavior change
  • Describe components of effective summative feedback

Suggested Additional Reading:

1. Carless, D. & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8)

2. Heath JK, Alvarado ME, Clancy CB, Barton TD, Kogan JR, Dine CJ. The Context of "Confidence": Analyzing the Term Confidence in Resident Evaluations. J Gen Intern Med. 2022 Jul;37(9):2187-2193. doi: 10.1007/s11606-022-07535-z. Epub 2022 Jun 16. PMID: 35710674; PMCID: PMC9296754.

3. Ross DA, Boatright D, Nunez-Smith M, Jordan A, Chekroud A, Moore EZ. Differences in words used to describe racial and gender groups in Medical Student Performance Evaluations. PLoS One. 2017 Aug 9;12(8):e0181659. doi: 10.1371/journal.pone.0181659. PMID: 28792940; PMCID: PMC5549898.

4. Mueller AS, Jenkins TM, Osborne M, Dayal A, O'Connor DM, Arora VM. Gender Differences in Attending Physicians' Feedback to Residents: A Qualitative Analysis. J Grad Med Educ. 2017 Oct;9(5):577-585. doi: 10.4300/JGME-D-17-00126.1. PMID: 29075375; PMCID: PMC5646913.

Authors:
Sarah Merriam MD, MS — Associate Professor, Department of Medicine, Advisory Dean, UPSOM; Director, Degree Programs in HPE, ICRE
Dr. Merriam discloses she is a consultant with MKSAP of the American College of Physicians.
No other members of the planning committee, speakers, presenters, authors, content reviewers and/or anyone else in a position to control the content of this education activity have relevant financial relationships with any companies whose primary business is producing, marketing, selling, re-selling, or distributing healthcare products used by or on patients.

In support of improving patient care, the University of Pittsburgh is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.

The University of Pittsburgh School of Medicine is accredited by the ACCME to provide continuing medical education for physicians. The University of Pittsburgh School of Medicine designates this enduring material activity for a maximum of 1.0 AMA PRA Category 1 Credits™. Each physician should only claim credit commensurate with the extent of their participation in the activity.

Other health care professionals will receive a certificate of attendance confirming the number of contact hours commensurate with the extent of participation in this activity.

The University of Pittsburgh is an affirmative action, equal opportunity institution.