"The feedback dilemma"-provider and learner perspectives regarding the barriers and facilitators for giving and receiving feedback in medical education: A parallel mixed methods approach.

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES Journal of Education and Health Promotion Pub Date : 2024-08-29 eCollection Date: 2024-01-01 DOI:10.4103/jehp.jehp_1594_23
Yamini Pusdekar, Vinod Pusdekar, Akanksha Dani, Ajeet Saoji, Madhur Gupta
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Abstract

Background: Learning in medical education involves a multitude of practical tasks and skills that are amenable to feedback provision. Though passive feedback is given, there is a consistent gap in feedback provision and its receipt. This study aims to assess provider perspectives on feedback and learner attributes influencing the receipt of feedback in medical educational settings.

Materials and methods: A parallel mixed methods study was conducted in September 2023 at a tertiary care teaching institute. A convenience sample of 40 medical teachers comprising two faculties per department and 30 students were included. Focus group discussions (FGDs) were conducted with students from each academic year for assessing the student-level factors (facilitators and barriers) in the receipt of feedback.

Results: Among the 40 medical teachers who were interviewed, the majority of 23 (57.5%) were assistant professors and nearly half of them (18; 45.0%) were below the age of 30 years. The majority of the respondents (28; 70.0%) were females, and 34 (85.0%) of them were postgraduates. Most of them (24; 60.0%) had worked for more than 10 years at the institute. It was observed that 80.0% of the respondents had given feedback to their students at some point in their careers. The major barriers for providing feedback were lack of curricular guidelines, fear of affective responses from students, burden of clinical, administrative work, and lack of perceived need by both students and teachers. DESTEP analysis of the student-level factors governing the receipt of feedback shows the effects of institutional ethics and culture, feedback model utilized, and the influence of learner behaviors, motivations, and teacher attributes.

Conclusion: The study elucidates mentor- and mentee-level influencers for providing and receiving feedback. Effective teacher-student partnerships along with an optimal skill set are required to recognize the need, opportunities, and processes to provide and seek feedback. Shifting the focus from feedback giving to active feedback seeking would be a step toward creating effective and pragmatic feedback systems.

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"反馈困境"--从提供者和学习者的角度看医学教育中提供和接受反馈的障碍和促进因素:平行混合方法。
背景:医学教育中的学习涉及大量实践任务和技能,这些任务和技能都需要反馈。虽然反馈是被动提供的,但在提供反馈和接受反馈之间始终存在差距。本研究旨在评估反馈提供者对反馈的看法,以及在医学教育环境中影响反馈接收的学习者属性:一项平行混合方法研究于 2023 年 9 月在一所三级医疗教学机构进行。研究对象包括 40 名医学教师(每个系由两名教师组成)和 30 名学生。与每个学年的学生进行了焦点小组讨论(FGD),以评估学生层面在接收反馈意见方面的因素(促进因素和障碍因素):在受访的 40 名医学教师中,23 人(57.5%)为助理教授,近一半(18 人,45.0%)年龄在 30 岁以下。大多数受访者(28 人;70.0%)为女性,其中 34 人(85.0%)为研究生。大多数受访者(24 人,占 60.0%)在研究所工作了 10 年以上。据观察,80.0%的受访者在其职业生涯的某个阶段向学生提供过反馈意见。提供反馈的主要障碍是缺乏课程指导、担心学生的情绪反应、临床和行政工作负担以及学生和教师都认为没有必要。对学生接受反馈的因素进行的 DESTEP 分析表明,机构伦理和文化、所使用的反馈模式以及学习者行为、动机和教师属性的影响都会产生影响:本研究阐明了导师和学生层面对提供和接受反馈的影响因素。要认识到提供和寻求反馈的需要、机会和过程,就必须建立有效的师生伙伴关系,并掌握最佳技能。将重点从提供反馈转移到积极寻求反馈,将是朝着创建有效、务实的反馈系统迈出的一步。
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来源期刊
CiteScore
2.60
自引率
21.40%
发文量
218
审稿时长
34 weeks
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