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

Najma Baseer1, James Degnan2, Mandy Moffat3

  • 1Institute of Basic Medical Sciences (IBMS), Khyber Medical University, Peshawar, Khyber Pakhtunkhwa, Pakistan.

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|February 2, 2020
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Summary

Doctoral supervisors trained in micro-feedback workshops showed improved feedback skills and aligned perceptions with their supervisees. This faculty development enhances the supervisory relationship and learning outcomes in doctoral education.

Keywords:
Doctoral supervisorsMicroteachingObjective structured teaching exercise (OSTE)PostgraduateWorkshop

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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.