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Related Concept Videos

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Feedback in action within bedside teaching encounters: a video ethnographic study.

Chantelle Rizan1, Christopher Elsey, Thomas Lemon

  • 1Institute of Medical Education, School of Medicine, Cardiff University, Cardiff, UK.

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Feedback during clinical encounters, or "feedback in action," enhances medical student learning. Embedded correction strategies are more effective than abrupt or ambiguous feedback for improving understanding and participation.

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Area of Science:

  • Medical Education
  • Clinical Communication
  • Qualitative Research

Background:

  • Traditional feedback often occurs after clinical encounters, focusing on reflection.
  • Feedback delivered during clinical encounters ('feedback in action') is an underutilized resource for student learning.

Purpose of the Study:

  • To explore interaction patterns and correction methods in doctor-student feedback during general practice bedside teaching encounters (BTEs).

Main Methods:

  • Qualitative video ethnography of 12 bedside teaching encounters.
  • Analysis of 209 minutes of recorded interactions involving doctors, students, and patients.
  • Utilized conversation analysis informed by previous research.

Main Results:

  • Identified a spectrum of correction strategies from explicit to implicit.
  • Highly explicit (abrupt topic closure) and implicit (ambiguity) corrections were less effective.
  • Embedded correction strategies, guiding students to answers with support, were more effective.

Conclusions:

  • Explicitly teaching linguistic strategies for feedback management can enhance medical education.
  • Avoiding abrupt or ambiguous feedback and utilizing embedded corrections improves student participation and learning.
  • Effective feedback practices can transform 'feedback in action' into actionable learning for students.