Lacks Insight, Unreceptive to Feedback: Understanding and Improving Feedback Literacy in Trainees

Most workshops seek to develop faculty skills on engaging in feedback conversations, but no matter how artfully a faculty member may engage in feedback, trainees must come to the process with a degree of feedback literacy for the process to be effective. Feedback literacy refers to the skills a trainee requires to make sense of information and use it to improve performance. The purpose of this workshop is to create a toolbox for cultivating those skills. Feedback literacy is best understood in four domains: appreciating feedback, managing affect, making evaluative judgments, and taking action. Appreciating feedback refers to both valuing feedback and being able to take an active role in the process. Managing affect is the capacity to modulate the impact of feedback on one's emotions. How students manage their emotional equilibrium impacts their engagement with critical assessments. Making evaluative judgements and taking action refers to the aptitude to make decisions about the quality of one's own work and implementing improvements. Programs can have culture and systems that promote feedback literacy in trainees- or impede it. This workshop will provide foundational understanding of this concept and practical strategies to cultivate the necessary skills.