Background: In Medical Education, feedback is an instrument that informs the trainees about their learning process and how to make the necessary changes. Feedback enables learners to monitor their progress and provides direction for improvement. Effective feedback is useful to improve the performance, clinical skills, communication skills, and treatment of patients. It is essential when teaching clinical interview skills to psychiatry residents. Feedback necessarily involves social interaction between teachers and trainees. Aim: To analyze the perception of psychiatry residents about social interaction during the feedback received during their training. Material and methods: Qualitative study, using the Grounded theory method. Nine interviews were performed to adult psychiatry residents of the University of Concepción and one to a recently graduated psychiatrist. Data were analyzed using open coding. Results: We found four emerging categories: Socialization, roles and hierarchy, invitation to integration and teacher involvement. Conclusions: The effectiveness of feedback lies in the establishment of a minimal teacher-resident social relationship, in which feedback occurs naturally.
Education, graduate; Education, Medical; formative Feedback; Interpersonal Relations