Objectives: To determine whether feedback for cataract surgery is perceived to be given to trainee ophthalmologists, the way in which any feedback is given, and what the trainee perceives to be the effect of feedback on their performance.
Design: Cross-sectional qualitative study.
Participants: Twelve trainee ophthalmologists at various levels of specialty training in the UK.
Methods: Semi-structured interviews were conducted via telephone or face to face. Interviews were transcribed and underwent thematic analysis using a qualitative software data package.
Main outcome measures: The importance of feedback to the trainee and methods to improve the giving of feedback.
Results: Feedback was thought to be a useful tool for improving performance in cataract surgery by all participants. Emergent themes were the importance of specificity of feedback and having confidence in the supervisor. Participants suggested ways that the feedback given can be improved upon. An insight was gained into how the feedback has an effect on their performance.
Conclusion: This study showed that trainees perceive the feedback they receive to be of high quality. Feedback enables the trainees to self-reflect and improve their surgical techniques.
Keywords: cognitive learning; education; microsurgical skills; phacoemulsification; postgraduate training; reflection.