Feedback-giving behaviour in performance evaluations during clinical clerkships
Harold G J Bok1, Debbie A D C Jaarsma2, Annemarie Spruijt3
1a Utrecht University , The Netherlands .
Medical Teacher
|March 18, 2015
Summary
Teachers
Area of Science:
- Medical Education
- Clinical Training
- Workplace Learning
Background:
- Narrative feedback in performance evaluations is crucial for workplace learning.
- Factors influencing the use of mini-clinical evaluation exercise (mini-CEX) instruments and feedback provision are known, but their impact on teacher feedback behavior is less understood.
- This study investigates teachers' use of mini-CEX for narrative feedback in undergraduate clinical training.
Purpose of the Study:
- To explore teachers' perceptions and behaviors regarding the use of mini-CEX instruments for narrative feedback.
- To identify factors influencing teachers' feedback-giving behavior in clinical training.
Main Methods:
- Exploratory qualitative study using an interpretive approach.
- Semi-structured interviews conducted with 14 clinicians acting as teachers.
- Data analyzed using template analysis, informed by literature concepts.
Main Results:
- Three themes emerged: teacher-related, teacher-student interaction, and teacher-context interaction factors.
- Direct observation, teacher-student relationships, feedback modality (verbal/written), and purpose (formative/summative) influence feedback behavior.
- Embedding observation in practice and fostering trusting relationships are key for effective feedback exchange.
Conclusions:
- Teacher feedback behavior is a result of personal, interpersonal, and contextual factors.
- Understanding mini-CEX usage can inform strategies to enhance feedback culture in professional learning.
- Improved feedback practices can foster a more supportive learning environment.
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