TOP 7 - Assessing Patient Presentations Amongst Pediatric and Emergency Medicine Interns in the Pediatric Emergency Department : A Pilot Study

Publication Number: 1767.TOP 7

Thomas A. Brooks, Medical University of South Carolina College of Medicine, Charleston, SC, United States; Benjamin F. Jackson, Medical University of South Carolina College of Medicine, Charleston, SC, United States; Carrie Busch, Medical University of South Carolina College of Medicine, Charleston, SC, United States; Ian Kane, Medical University of South Carolina College of Medicine, Mt Pleasant, SC, United States; Matthew Moake, Medical University of South Carolina, Charleston, SC, United States; Alice Walz, Medical University of South Carolina College of Medicine, Charleston, SC, United States; Haley Burdge, Medical University of South Carolina College of Medicine, Charleston, SC, United States; Maggie LaPorte, Medical University of South Carolina College of Medicine, Charleston, SC, United States

Background: Timely and constructive feedback is essential for trainee education and improvement, yet in a fast paced and dynamic environment such as the Pediatric Emergency Department (PED), delivery of feedback can be informal, delayed, or nonexistent. Lack of feedback can contribute to inconsistent clinical performance and overall poor rotation satisfaction reported by trainees.

Objective: This pilot study aimed to determine whether intentional, structured, rubric based mid-rotation feedback could measurably improve resident presentation quality, perceived resident performance, and resident satisfaction within the PED rotation.

Design/Methods: During each rotation block, a Pediatric Emergency Medicine (PEM) fellow or attending evaluated 3-5 patient presentations from Pediatric and Emergency Medicine interns (PGY-1) using a previously validated rubric used for assessing patient presentations. Residents then received a structured 10-15 minute mid-rotation feedback session that included their individualized rubric scores, discussion of observed strengths, areas for improvement, as well as opportunities for reflection and clarification. Following the feedback session, an additional 3-5 presentations were evaluated for each intern using the same rubric.

Pediatric and Emergency Medicine interns and senior level residents (PGY-2 and PGY-3), who were the control group and did not have any specific scheduled feedback sessions, received identical surveys about their experiences with feedback in the PED. Demographic information as well as five-point Likert scale questions were used in the survey. Additional descriptive questions inquiring how feedback could be improved from the resident's perspective were asked in the survey.

28 total subjects (19 Pediatric interns and 9 Emergency Medicine interns) were observed. The data collection period took place from July 2024 to June 2025. The survey was sent to 68 total residents which included all Pediatric and Emergency Medicine residents who completed a rotation in the Pediatric Emergency Department between July 2024 and June 2025. A total of 47 residents responded to the survey.

The rubric used evaluated 18 aspects of a patient presentation. Each aspect was graded from 1 to 5. Each presentation was scored by calculating the average grade of the 18 aspects. Initial data showed a pre-feedback median score of 3.245 and a post-feedback median score of 4.16. Analysis of paired differences between pre- and post- feedback session rubrics is in process.

Results from Feedback Survey regarding resident perception of improved performance
Survey responses to "The feedback I received improved my performance on my Pediatric Emergency Department rotation."

Results from Feedback Survey regarding how helpful the feedback was during the Pediatric Emergency Department rotation.
Survey responses to "Overall the feedback that I received during this rotation was helpful."

Results from Feedback Survey regarding satisfaction of feedback during the Pediatric Emergency Department rotation.
Survey responses to "Overall I was satisfied with the amount of feedback I received during my Pediatric ER rotation."