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Clarifying students' feedback-seeking behaviour in clinical clerkships.
Harold G J Bok1, Pim W Teunissen, Annemarie Spruijt
1Quality Improvement in Veterinary Education, Faculty of Veterinary Medicine, Utrecht University, Utrecht, the Netherlands. g.j.bok@uu.nl
Medical Education
|February 13, 2013
Summary
Students actively seek performance feedback during clinical clerkships, influenced by personal, interpersonal factors, and perceived costs/benefits. Understanding these drivers can enhance educational opportunities.
Area of Science:
- Medical Education
- Veterinary Medicine
- Psychology
Background:
- Research on feedback in clinical workplaces often overlooks the recipient's perspective.
- Understanding how students actively seek feedback is crucial for optimizing workplace learning.
- Existing models suggest motives and goal orientation influence feedback-seeking behavior.
Purpose of the Study:
- To explore veterinary medicine students' feedback-seeking behaviors during clinical clerkships.
- To identify personal and interpersonal factors influencing students' feedback-seeking.
- To understand the role of perceived costs and benefits in feedback seeking.
Main Methods:
- Qualitative study involving semi-structured interviews with 14 veterinary medicine students (Years 5 and 6).
- Interviews focused on goals, motives, characteristics, and influencing factors of feedback-seeking behavior.
- Template analysis was used to code and reduce interview transcripts.
Main Results:
- Students' feedback-seeking is driven by personal and interpersonal factors, including intentions and relationship dynamics.
- Motives related to image and ego significantly influenced feedback-seeking strategies.
- Behavioral aspects such as source, topic, timing, and method of feedback seeking were affected by these motives.
Conclusions:
- Students actively seek feedback during clinical clerkships based on personal and interpersonal considerations.
- Perceived costs and benefits are key mediators of active feedback-seeking behavior.
- Findings can inform the development of more effective educational strategies during clinical training.
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