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Work-based feedback conversations with GP teachers.

Nancy Jennifer Sturman1, Benjamin MItchell1, Warren Jennings1

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Summary
This summary is machine-generated.

General practice trainees value feedback but may prefer more control over formal feedback conversations. Educators can use structured feedback to reinforce learning and build positive relationships.

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Area of Science:

  • Medical Education
  • General Practice Training

Background:

  • Work-based feedback is crucial for medical trainees.
  • Educators anticipate feedback to be highly useful in general practice settings.

Purpose of the Study:

  • To investigate the nature and perceived value of feedback conversations in general practice.
  • To analyze feedback on directly observed student tasks during clinical consultations.

Main Methods:

  • Audio-recording of feedback conversations and student reflections.
  • Conducting and transcribing focus groups with GP teachers and medical students.
  • Qualitative descriptive analysis of all transcripts.

Main Results:

  • Feedback conversations focused on general skills rather than case-specific knowledge.
  • GP teachers used reflective and corrective strategies.
  • Students could identify learning points and areas for growth.
  • Praise and positive feedback reassured students.

Conclusions:

  • Formal feedback sessions can reinforce learning and build educational alliances.
  • Students value both in-practice and on-practice feedback.
  • Students may desire greater control over formal feedback discussions.