Preferences Of Trainees Research Articles

Trainee Preferences for Feedback and Evaluation in Clinical Supervision

The purpose of this paper is to review both the empirical and conceptual literature concerning trainee preferences for feedback and evaluation in clinical supervision. This unique review is based upon several separate literatures including psychology, social work, counseling, speech pathology, business, and medical training. It will discuss the importance of feedback and evaluation, their effectiveness in producing change, related supervisee preferences, the characteristics of effective and ineffective feedback and evaluation, and a step-by-step plan for providing quality feedback. Finally, it will provide results from a pilot study conducted on these topics and suggest some areas for future research. It is hoped that this paper will be useful to supervision researchers, clinical supervisors and supervisees, and training directors alike.

A questionnaire examining learning in general practice.

Vocational training is a key element of professional development in general practice. Learner-centred approaches to teaching bring a need for greater understanding of the individual learning styles and preferences of trainees. This paper reports the findings of a pilot study undertaken to determine factors that may influence learning among general practice trainees. A questionnaire survey of 261 trainees in six regions in the UK was carried out to explore attitudes to a series of themes identified in semi-structured interviews with trainees at the end of their training. Six distinct subscales were identified using principal components analysis. These are named 'Learning from Patients', 'Openness to Criticism', 'Negative Attitudes', 'Desire for Clear Guidelines', 'Peer Support', and 'Academic Approach'. Males scored significantly higher on 'Academic Approach' (P < 0.05). Each of the subscales reflects themes that permeate the atmosphere of general practice training. Further work is required to establish relationships between the subscales and the outcomes of learning and to explore the implications for continuing professional development. The questionnaire is an instrument that may prove useful in the future investigation of learning in general practice.