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Differences in faculty feedback for high, expected, and below‐expected clinically performing emergency medicine residents

A lifelong pursuit such as medicine is frequently paired with a framework of “deliberate practice” for improvement. It is unclear whether the quality of feedback varies across different learner levels. Our study aims to assess whether a difference exists in the quality of feedback delivered to high‐, expected‐, and below‐expected performer emergency medicine (EM) residents based on their attending‐identified performance level.