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Peer feedback on video consultations for GPST1s in S.E. Scotland: a pilot study using the Framework Method.
Rachel Phillips1, Helen Allbutt2
1Portobello Medical Practice, Edinburgh, U.K.
Summary
Small-group peer feedback on video consultations benefits early-stage General Practice (GP) trainees. This method provides educational value beyond supervisor feedback, offering social support and critical analysis opportunities.
Area of Science:
- Medical Education
- General Practice Training
- Qualitative Research
Background:
- Early-stage General Practice (GP) trainees require effective feedback methods.
- Supervisor feedback alone may not fully address trainee needs, particularly for anxious individuals.
Purpose of the Study:
- To explore the educational value and feasibility of small-group peer feedback on video consultations.
- To assess the impact of near-peer facilitation on feedback processes for GP trainees.
Main Methods:
- Ten GP trainees participated in small-group feedback sessions on consultation videos.
- Feedback was structured using the ALOBA format and facilitated by a near-peer.
- Data collected via interviews, email reflections, and observations, analyzed using the Framework Method.
Main Results:
- Peer feedback prompted critical self-analysis and processing of prior supervisor feedback.
- Trainees valued benchmarking against peers and the social support within small groups.
- The intervention facilitated calibration of complex clinical judgments, including mental health assessments.
Conclusions:
- Structured small-group peer feedback is feasible and beneficial for early-stage GP trainees.
- This approach offers unique educational value, particularly for anxious and self-critical trainees.
- Near-peer facilitation enhances the feedback process and supports trainee development.
