Scholarlink

Purpose <p>With the initiation of entrustable professional activities (EPAs), focus on learner progression (growth) has increased. However, we have failed to define (and study) language that promotes growth in surgical learners. Growth mindset (GM) is associated with improved learning outcomes in non-surgical cohorts and improved learner resilience, feedback reception, and learner adaptability in medical learners. This study aimed to define and determine the prevalence of GM language (GML) in surgical resident summative and formative feedback.</p> Methods <p>A mixed methods study was performed analyzing written evaluations and transcribed dictations of operative feedback from the SIMPL OR platform delivered to general surgery residents in a single health system over 5 years. An a priori codebook defining Growth (GML) and Fixed Mindset Language (FML) was adapted from the literature and deductively applied. Three separate random samples were coded by 4 coders until 80% agreement was achieved. Feedback statements (FS) received one of three parent codes for overall theme (GML, FML, Neither), and any of seven child codes. Descriptive statistics were performed to determine code prevalence.</p> Results <p>Four hundred and forty-five FS were coded; 181 (40.7%) were GM dominant. Effort Language (“came prepared to the OR”) occurred 83 times (45.9%), Learning Language (“Keep working on using both hands”) 132 times (72.9%), Progress Language (“[I] saw…significant growth over the rotation”) 86 times (47.5%), and Support Language (“We need to work on the fluidity of our operations together”) 12 times (6.5%). Alternatively, 216 FS (48.5%) were fixed, with innate ability/quality (“Smart”) occurring 111 times (51.4%) and no room for improvement (“Good job. No issues”) occurring 181 (83%). Forty-eight (10.8%) FS failed to contain significant language for GML or FML and were thus designated as neither.</p> Conclusions <p>Nearly 60% of FS lack GML, representing a tremendous opportunity to improve the quality of feedback for surgical learners. Educators can add key phrases to feedback recognizing a learner’s effort/progress and denoting a belief in their capacity to improve. This GML, in turn, may positively impact learning outcomes. More research is needed to determine the effects of GML in surgical learners.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Identification and prevalence of growth mindset language in resident feedback

  • 期刊论文

  • 发表日期：

    2025年2月24日

查看全文
  • Jamaica A. Westfall-Snyder,
  • Raymond A. Stemrich,
  • Yasmeen M. Byrnes,
  • Cary B. Aarons,
  • Matthew Meissner,
  • Rebecca L. Hoffman

摘要

Purpose

With the initiation of entrustable professional activities (EPAs), focus on learner progression (growth) has increased. However, we have failed to define (and study) language that promotes growth in surgical learners. Growth mindset (GM) is associated with improved learning outcomes in non-surgical cohorts and improved learner resilience, feedback reception, and learner adaptability in medical learners. This study aimed to define and determine the prevalence of GM language (GML) in surgical resident summative and formative feedback.

Methods

A mixed methods study was performed analyzing written evaluations and transcribed dictations of operative feedback from the SIMPL OR platform delivered to general surgery residents in a single health system over 5 years. An a priori codebook defining Growth (GML) and Fixed Mindset Language (FML) was adapted from the literature and deductively applied. Three separate random samples were coded by 4 coders until 80% agreement was achieved. Feedback statements (FS) received one of three parent codes for overall theme (GML, FML, Neither), and any of seven child codes. Descriptive statistics were performed to determine code prevalence.

Results

Four hundred and forty-five FS were coded; 181 (40.7%) were GM dominant. Effort Language (“came prepared to the OR”) occurred 83 times (45.9%), Learning Language (“Keep working on using both hands”) 132 times (72.9%), Progress Language (“[I] saw…significant growth over the rotation”) 86 times (47.5%), and Support Language (“We need to work on the fluidity of our operations together”) 12 times (6.5%). Alternatively, 216 FS (48.5%) were fixed, with innate ability/quality (“Smart”) occurring 111 times (51.4%) and no room for improvement (“Good job. No issues”) occurring 181 (83%). Forty-eight (10.8%) FS failed to contain significant language for GML or FML and were thus designated as neither.

Conclusions

Nearly 60% of FS lack GML, representing a tremendous opportunity to improve the quality of feedback for surgical learners. Educators can add key phrases to feedback recognizing a learner’s effort/progress and denoting a belief in their capacity to improve. This GML, in turn, may positively impact learning outcomes. More research is needed to determine the effects of GML in surgical learners.