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Why receiving feedback collides with self determination.

Olle Th J ten Cate1

  • 1Center for Research and Development of Education, University Medical Center Utrecht, Room HB 4.24, Universiteitsweg 98, 3584 CG, Utrecht, The Netherlands, t.j.tencate@umcutrecht.nl.

Advances in Health Sciences Education : Theory and Practice
|November 27, 2012
PubMed
Summary
This summary is machine-generated.

Clinical feedback is crucial for skill development, but often ineffective. This study uses Self-Determination Theory (SDT) to explain why feedback procedures may hinder intrinsic motivation, impacting trainee learning and skill acquisition.

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Area of Science:

  • Medical Education
  • Psychology
  • Organizational Behavior

Background:

  • Effective feedback is vital for clinical skill acquisition.
  • Existing feedback strategies often yield disappointing results despite recommendations.
  • The reasons for the ineffectiveness of clinical feedback require deeper investigation.

Purpose of the Study:

  • To analyze the feedback process in clinical settings using Self-Determination Theory (SDT).
  • To identify psychological barriers that limit the effectiveness of feedback for trainees.
  • To propose strategies for delivering feedback that supports trainee motivation and learning.

Main Methods:

  • Theoretical analysis of the clinical feedback process.
  • Application of Self-Determination Theory (SDT) principles to feedback delivery.
  • Review of literature on feedback effectiveness and psychological needs in learning.

Main Results:

  • Most feedback procedures in clinical settings do not adequately satisfy the psychological needs for competence, autonomy, and relatedness.
  • The failure to meet these core needs undermines intrinsic motivation, crucial for effective learning.
  • This mismatch explains the observed ineffectiveness of much clinical feedback.

Conclusions:

  • Feedback in clinical training often fails because it neglects trainees' fundamental psychological needs.
  • To improve feedback effectiveness, methods must be adapted to support autonomy, competence, and relatedness.
  • Implementing SDT-informed feedback practices can enhance trainee motivation and skill development.