Purpose
Giving and receiving feedback during small group learning improves group function and builds skills for participation on future care teams.?Surveys found poor engagement of feedback discussions in small group learning. Faculty and student proficiency in facilitating feedback varies. A standardized process for group feedback was introduced during Problem-Based Learning (PBL) sessions that include a survey for group assessment followed by group discussion of results. Faculty received training about the survey and feedback process. Comments from students were incongruent with high self-ratings of group performance. We sought faculty insights on existing gaps and possible solutions.

Methods
During a faculty development exercise, PBL faculty completed surveys and participated in discussions about leading group feedback sessions with students during PBL sessions. The faculty discussions were monitored by assessment staff to identify themes and insights.

Results
More than 70% of PBL faculty responded to the survey. Results from the entire group were compared to results of faculty from M1 and M2 years. 97% of faculty felt the tool should remain in use though one third felt the survey questions should be adjusted. Just under one-third wanted additional training. Several themes from observation of faculty discussion were identified and will be shared. Of note, there was a tendency for faculty to focus on the perceived experience of the students rather than discussing their own experience.

Conclusions
Using a standardized process to initiate group feedback discussions is highly valued by faculty. Insights from faculty can be used to improve the process itself but also to identify areas of growth for faculty development. Working to formalize the ability of faculty to lead feedback discussions is imperative to student growth. The next step will be obtaining feedback from students.