Abstract
ObjectivesThis study aimed to explore the content of conversations, feedback style, and perceived usefulness of feedback to trainee surgeons when conversations were stimulated by a tool for assessing surgeons’ non-technical skills. MethodsTrainee surgeons and their supervisors used the Non-Technical Skills for Surgeons in Denmark tool to stimulate feedback conversations. Audio recordings of post-operation feedback conversations were collected. Trainees and supervisors provided questionnaire responses on the usefulness and comprehensiveness of the feedback. The feedback conversations were qualitatively analyzed for content and feedback style. Usefulness was investigated using a scale from 1 to 5 and written comments were qualitatively analyzed. ResultsSix trainees and six supervisors participated in eight feedback conversations. Eighty questionnaires (response rate 83 percent) were collected from 13 trainees and 12 supervisors. Conversations lasted median eight (2-15) minutes. Supervisors used the elements and categories in the tool to structure the content of the conversations. Supervisors tended to talk about the trainees’ actions and their own frames rather than attempting to understand the trainees’ perceptions. Supervisors and trainees welcomed the feedback opportunity and agreed that the conversations were useful and comprehensive. ConclusionsThe content of the feedback conversations reflected the contents of the tool and the feedback was considered useful and comprehensive. However, supervisors talked primarily about their own frames, so in order for the feedback to reach its full potential, supervisors may benefit from training techniques to stimulate a deeper reflection among trainees.
Highlights
Medical education often relies on formative assessment of learners, which aims to guide future learning, promote reflection, and shape values and behaviors
This study aimed to explore the content of conversations, feedback style, and perceived usefulness of feedback to trainee surgeons when conversations were stimulated by a tool for assessing surgeons’ non-technical skills
Six trainees and six supervisors participated in eight feedback conversations
Summary
Medical education often relies on formative assessment of learners, which aims to guide future learning, promote reflection, and shape values and behaviors. This is in line with the assessment for learning paradigm[1] and will, ideally, stimulate life-long learning. Because self-assessment is largely unreliable,[2] external feedback has been recognized as being essential for learning.[3] Feedback from various sources helps participants shape their knowledge, skills, and attitudes. Learners acknowledge that feedback is important for fostering learning.[3] Feedback leads to deeper learning by bridging the gap between experiencing an event and making sense of it.[5]
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