Abstract
O.7.1Feedback Conversations: First Things First?: Presenter(s): Katharine Robb, University of Iowa Stead Family Children's Hospital, United States
Patient education and counseling, Vol.109(Supplement), p.29
04/2023
DOI: 10.1016/j.pec.2022.10.077
Abstract
Observation and feedback are central components of medical education. A variety of approaches to feedback are described in existing literature, most of which advocate for either beginning with positive observations or allowing the learner’s agenda to guide the order of the conversation. While many models have been based on each of these approaches, identification of the most effective order for feedback delivery has received very little research attention. This study explores learners’ perceptions about the order in which feedback is given and its impact on how that feedback is received.
Medical students were interviewed regarding their feedback experiences during medical school. Thematic analysis was applied to interview transcripts to identify salient themes in students’ comments regarding their experiences related to the order in which feedback had been received and preferences regarding feedback order.
Twenty-five second- through fourth-year medical students participated in the study. Second-year students tended to prefer that conversations begin with positive comments, while nearly half of the third-year students indicated that conversations with an initial focus on negative observations or suggestions for improvement were the most helpful. Unlike some of their more junior peers, senior students were universally able to identify a favored feedback approach, with the majority favoring feedback guided by learner self-assessment. Although students varied in how they personally preferred to receive feedback, the majority said that they would teach others to give feedback starting with positive comments or using the feedback sandwich.
Our Findings: indicate that learner preferences regarding feedback order may evolve with experience. Any model dictating a specific feedback order may therefore also vary in efficacy with learners at different stages of training. Further investigation is warranted to examine the impact of preferred versus less favored approaches on subsequent learner performance.
Details
- Title: Subtitle
- O.7.1Feedback Conversations: First Things First?: Presenter(s): Katharine Robb, University of Iowa Stead Family Children's Hospital, United States
- Creators
- Marcy Rosenbaum - University of IowaLauren Peters - University of IowaSusan Lenoch - University of IowaDonna Lancianese - University of IowaJane Miller - University of Iowa
- Resource Type
- Abstract
- Publication Details
- Patient education and counseling, Vol.109(Supplement), p.29
- Publisher
- Elsevier B.V
- DOI
- 10.1016/j.pec.2022.10.077
- ISSN
- 0738-3991
- eISSN
- 1873-5134
- Language
- English
- Date published
- 04/2023
- Academic Unit
- Family and Community Medicine; Center for Social Science Innovation; Office of Consultation and Research in Medical Education
- Record Identifier
- 9984658312202771
Metrics
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