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Educators' behaviours during feedback in authentic clinical practice settings: an observational study and systematic
Christina E Johnson1, Jennifer L Keating2, Melanie K Farlie3
1Monash Doctors Education, Monash Health and Department of Medical Education, Melbourne Medical School, University of Melbourne, Melbourne, Victoria, Australia. christina.johnson@monashhealth.org.
BMC Medical Education
|May 4, 2019
Summary
Effective verbal feedback in health professions education is crucial. This study found that while educators commonly analyze performance and are supportive, key elements like clarifying expectations and action planning are often missed in practice.
Area of Science:
- Medical Education
- Health Professions Education
- Clinical Supervision
Background:
- Verbal feedback is vital in health professions education.
- Gaps exist between recommended feedback practices and actual supervisory behaviors in clinical settings.
Purpose of the Study:
- To systematically analyze educator behaviors during authentic feedback sessions in clinical practice.
- To identify which components of effective feedback are consistently applied and which are lacking.
Main Methods:
- 36 videos of formal feedback sessions were analyzed.
- Educator behaviors were compared against a 25-item checklist of recommended practices.
- Behaviors were rated on a scale (0-2) to quantify frequency and consistency.
Main Results:
- Significant variation in feedback practices was observed among 34 educators.
- Commonly observed behaviors included performance analysis, task demonstration, and respectful interaction.
- Rarely observed behaviors included clarifying session purpose, promoting learner involvement, and establishing action plans.
Conclusions:
- Contemporary feedback practices in health professions education show considerable variability.
- Educational initiatives should focus on improving underutilized feedback behaviors to enhance learning outcomes.
- Findings provide insights for optimizing feedback strategies in clinical training.