Micro-feedback skills workshop impacts perceptions and practices of doctoral faculty

Area of Science:

• Medical Education
• Supervisory Training
• Health Sciences

Background:

• Doctoral supervision requires effective feedback delivery for supervisee improvement.
• Health sciences supervisors often lack formal training, leading to trial-and-error feedback practices.
• Microteaching offers a standardized approach to developing essential supervisory feedback skills.

Purpose of the Study:

• To develop doctoral supervisors' feedback skills using a micro-feedback workshop.
• To assess the effectiveness of the micro-feedback training using the Kirkpatrick evaluation framework.
• To evaluate changes in supervisor and supervisee perceptions of feedback.

Main Methods:

• Quasi-experimental, repeated measures, pre-post test design with separate samples.
• A micro-feedback skills workshop utilizing microteaching techniques.
• Kirkpatrick levels 1 and 2 evaluation, including Objective Structured Teaching Exercises (OSTE) and questionnaires.

Main Results:

• High supervisor satisfaction and willingness (71%) for faculty development.
• Significant learning gain (56%) observed in OSTE scores post-workshop.
• Post-workshop, perceptions of feedback delivery became congruent between supervisors and supervisees.

Conclusions:

• Structured micro-feedback workshops effectively enhance doctoral supervisors' feedback skills.
• Training aligns supervisor and supervisee perceptions of feedback, improving the supervisory relationship.
• This approach offers a scalable solution for improving doctoral education quality.