Abstract
ObjectivesThis study explores students' experiences of learning based on patients' written feedback, obtained through the Patient Feedback in Clinical Practice (PFCP) questionnaire.MethodsFifty-nine medical students evaluated their learning experience of receiving patients' written feedback obtained from the PFCP questionnaire. Students (N = 57) evaluated their experiences by applying a nine-question evaluation survey (Likert scale N = 3 and free-text questions N = 6) and/or participated in a semi-structured interview (N = 6 students). Data were analyzed using descriptive statistics and qualitative content analysis. ResultsThe analysis of data from the students' evaluation survey was performed using 4-point Likert scale questions presented in mean, SD and range; ability to apply patient-centred communication (3.3, 0.74, 2–4), guidance for further clinical training of clinical skills (3.2, 1.31, 1–4) and visualization of the pedagogical assignment during an encounter (3.0, 1.68, 1–4). A content analysis of the free-text questions from the students' evaluation surveys and interviews resulted in three themes: (1) confidence in clinical practice, (2) application of patient-centred communication and (3) identification of learning needs. ConclusionsThe results indicate that patients' feedback facilitated a reflective self-directed learning process with the identification of learning needs and increased awareness of the patient as a collaborative partner during the encounter. Patients' written feedback adjacent to a patient encounter is identified as a valuable additional learning tool in medical students' workplace learning. Further studies are required to explore how patients' written feedback can be operationalized in different clinical contexts, for example, in in-patient care.
Highlights
We developed a questionnaire for patient's feedback to medical students, the patients' feedback in Clinical Practice (PFCP) questionnaire, for provision of feedback adjacent to a patient encounter.[20]
The qualitative analysis of the free-text answers in the students' evaluation survey and the interviews resulted in three major themes: (1) increased confidence in clinical practice, (2) application of patient-centered communication, and (3) identification of learning needs
The student's experience of their learning by use of the Patient Feedback in Clinical Practice (PFCP) questionnaire was explored in an evaluation survey and through semi-structured interviews, which in thematic analysis resulted in three themes: (1) increased confidence in clinical practice, (2) application of patient-centered communication, and (3) identification of learning needs
Summary
The ability to communicate and apply patient-centered working methods are core competencies to train and progressively develop.[1,2,3,4] Feedback is an important tool and a strong motivator that can be used to provide information about how to identify and narrow the gap between the current and desired level of performance during students' workplace learning.[5,6,7,8,9,10] The necessity for students to continuously receive feedback during clinical education is described by previous authors as crucial for students' workplace learning.[11]. In addition to feedback from clinical supervisors, who traditionally have assessed the students level and competence of applied patient-centredness, patients' feedback can be a valuable contribution.[5,18] patients are seldom directly involved in students' learning as providers of written feedback.[5,6] Previous research indicate that medical students often experience patient
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