Exploring trainer and trainee emotional talk in narratives about workplace-based feedback processes.

Area of Science:

• Medical Education
• Psychology
• Linguistic Analysis

Background:

• Learner feedback experiences are characterized by emotion.
• The role of emotion for educators in feedback processes is under-researched.
• Existing literature on failure-to-fail suggests emotion's importance.

Purpose of the Study:

• To explore the role of emotion in feedback experiences for educators (trainers).
• To identify specific aspects of feedback processes that evoke emotion in trainers.
• To analyze the linguistic expression of emotion in trainer narratives.

Main Methods:

• Secondary analysis of 333 narrative interviews from 110 trainers and trainees across three UK sites.
• Textual analysis using Linguistic Inquiry and Word Count (LIWC) to quantify emotional talk.
• Thematic framework and discourse analysis to explore emotional aspects of feedback processes for trainers.

Main Results:

• Trainer narratives showed no significant difference in positive or negative emotional talk compared to trainee narratives.
• Key emotional triggers for trainers included concern for learners and patient safety.
• Linguistic devices like metaphor and laughter were used to convey emotional tone.

Conclusions:

• Feedback processes can be emotionally significant for trainers.
• Further research is needed to understand the 'emotional filter' for trainers.
• Emotion plays a complex role in feedback as a social process.