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Work-based feedback conversations with GP teachers
Nancy Jennifer Sturman1, Benjamin MItchell1, Warren Jennings1
1General Practice Clinical Unit, The University of Queensland Medical School, Brisbane, Queensland, Australia.
The Clinical Teacher
|April 8, 2023
Summary
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.
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.
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