PURPOSE Residents and attendings agree on the importance of feedback to resident education. However, while faculty report providing frequent feedback, residents often do not perceive receiving it, particularly in the context of teaching. Given the nuanced differences between feedback and teaching, we aimed to explore resident and attending perceptions of feedback and teaching in the clinical setting. METHODS We conducted a qualitative study of internal medicine residents and attendings from December 2018 through March 2019 at the Massachusetts General Hospital to investigate perceptions of feedback in the inpatient clinical setting. Residents and faculty were recruited to participate in focus groups. Data were analyzed using thematic analysis to explore perspectives and barriers to feedback provision and identification. RESULTS Five focus groups included 33 total participants in 3 attending (n=20) and 2 resident (n=13) groups. Thematic analysis of focus group transcripts identified 7 themes which organized into 3 thematic categories: (1) disentangling feedback and teaching, (2) delivering high-quality feedback, and (3) experiencing feedback in the group setting. Residents and attendings highlighted important themes in discriminating feedback from teaching. They indicated that while feedback is reactive in response to an action or behavior, teaching is proactive and oriented toward future endeavors. CONCLUSION Confusion between the critical concepts of teaching and feedback may be minimized by allowing them to each have their intended impact, either in response to prior events or aimed toward those yet to take place.

中文翻译：

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美国住院医师和主治医师对反馈和教学的看法：一项定性研究。

目的 居民和参加者都同意反馈对居民教育的重要性。然而，虽然教师报告提供了频繁的反馈，但居民通常不认为收到反馈，特别是在教学环境中。鉴于反馈和教学之间的细微差别，我们旨在探索临床环境中的居民和主治医师对反馈和教学的看法。方法 我们于 2018 年 12 月至 2019 年 3 月在马萨诸塞州总医院对内科住院医师和主治医师进行了定性研究，以调查住院患者临床环境中对反馈的看法。居民和教师被招募参加焦点小组。使用主题分析对数据进行分析，以探索提供和识别反馈的观点和障碍。结果 五个焦点小组包括 33 个参加者（n=20）和 2 个居民（n=13）组。焦点小组成绩单的主题分析确定了 7 个主题，这些主题分为 3 个主题类别：（1）解开反馈和教学，（2）提供高质量的反馈，以及（3）在小组环境中体验反馈。居民和参加者强调了区分教学反馈的重要主题。他们指出，虽然反馈是对行动或行为的反应，但教学是主动的，面向未来的努力。结论 教学和反馈的关键概念之间的混淆可以通过允许它们各自产生预期的影响来最小化，无论是响应先前的事件还是针对尚未发生的事件。