Abstract
BackgroundVerbal feedback plays a critical role in health professions education but it is not clear which components of effective feedback have been successfully translated from the literature into supervisory practice in the workplace, and which have not. The purpose of this study was to observe and systematically analyse educators’ behaviours during authentic feedback episodes in contemporary clinical practice.MethodsEducators and learners videoed themselves during formal feedback sessions in routine hospital training. Researchers compared educators’ practice to a published set of 25 educator behaviours recommended for quality feedback. Individual educator behaviours were rated 0 = not seen, 1 = done somewhat, 2 = consistently done. To characterise individual educator’s practice, their behaviour scores were summed. To describe how commonly each behaviour was observed across all the videos, mean scores were calculated.ResultsResearchers analysed 36 videos involving 34 educators (26 medical, 4 nursing, 4 physiotherapy professionals) and 35 learners across different health professions, specialties, levels of experience and gender. There was considerable variation in both educators’ feedback practices, indicated by total scores for individual educators ranging from 5.7 to 34.2 (maximum possible 48), and how frequently specific feedback behaviours were seen across all the videos, indicated by mean scores for each behaviour ranging from 0.1 to 1.75 (maximum possible 2). Educators commonly provided performance analysis, described how the task should be performed, and were respectful and supportive. However a number of recommended feedback behaviours were rarely seen, such as clarifying the session purpose and expectations, promoting learner involvement, creating an action plan or arranging a subsequent review.ConclusionsThese findings clarify contemporary feedback practice and inform the design of educational initiatives to help health professional educators and learners to better realise the potential of feedback.
Highlights
Verbal feedback plays a critical role in health professions education but it is not clear which components of effective feedback have been successfully translated from the literature into supervisory practice in the workplace, and which have not
Formal feedback sessions often occur as a mid- or end-of-attachment appraisal or as Johnson et al BMC Medical Education (2019) 19:129 part of a workplace-based assessment. The success of this model relies on everyday clinicians providing effective feedback. It is not clear which components of effective feedback have been successfully translated from the literature into supervisory practice in the workplace, and which have not
Each rater analysed each video independently and compared their observations with the set of 25 educator behaviours recommended for high quality feedback [20]
Summary
Verbal feedback plays a critical role in health professions education but it is not clear which components of effective feedback have been successfully translated from the literature into supervisory practice in the workplace, and which have not. Feedback is one of the most powerful influences on learning and performance [4,5,6,7,8] It offers the opportunity for a learner to benefit from another practitioner’s critique, reasoning, advice and support. The success of this model relies on everyday clinicians providing effective feedback It is not clear which components of effective feedback have been successfully translated from the literature into supervisory practice in the workplace, and which have not. Information on gaps in translation could be used to better target professional development training, or to design strategies to overcome impediments to implementing quality feedback behaviours
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