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Area of Science:

  • Medical Education
  • Surgical Training
  • Healthcare Professional Development

Background:

  • Feedback is crucial for trainee development, yet challenges exist in its delivery and reception.
  • Workplace-based assessments (WBAs) are integral to surgical training, but their influence on feedback-seeking behaviors is under-explored.

Purpose of the Study:

  • To investigate how workplace-based assessments (WBAs) shape the feedback-seeking behaviors and interactions of surgical trainees.
  • To understand the factors influencing trainees' decisions to seek feedback within and outside of formal assessment contexts.

Main Methods:

  • Qualitative study employing template analysis of 10 focus groups with 42 UK surgical trainees.
  • Data analysis incorporated a priori themes and emergent themes, with rigorous coding by three researchers.
  • Themes were visually linked to facilitate critical exploration of feedback-seeking dynamics.

Main Results:

  • Trainees' perceptions of WBAs (learning tool vs. test) and trainer relationships influenced feedback-seeking strategies.
  • Perceiving WBAs as a test prompted trainees to seek positive feedback and avoid negative feedback ('playing the game').
  • Negative feedback, often sought outside WBAs, was more impactful for practice change than positive feedback.

Conclusions:

  • Trainee perceptions of WBAs and their relationship with trainers dictate feedback-seeking behaviors.
  • The drive to 'play the game' by seeking positive feedback is linked to viewing WBAs as assessments.
  • Negative feedback, crucial for clinical practice improvement, is often pursued independently of WBAs.