Application of the R2C2 Model to In-the-Moment Feedback and Coaching

Area of Science:

• Medical Education
• Healthcare Professional Development

Background:

• The R2C2 (relationship, reaction, content, coaching) model offers a structured approach to feedback and coaching.
• Effective feedback is crucial for preceptor-learner development in clinical settings.

Purpose of the Study:

• To explore the application of the R2C2 model in real-time feedback conversations between preceptors and learners.
• To identify factors influencing the use of the R2C2 model in clinical practice.

Main Methods:

• A qualitative study utilizing framework analysis and experiential learning lens.
• Data collected from 15 trained preceptor-learner dyads through feedback sessions and interviews.
• Analysis involved familiarization, coding, framework review, indexing, summarization, and theme identification.

Main Results:

• All dyads successfully applied the relationship, reaction, and content phases of the R2C2 model.
• Challenges were noted in the coaching phase, particularly in action plan and follow-up development.
• Preceptor skill, time constraints, and relationship dynamics influenced model application.

Conclusions:

• The R2C2 model is adaptable for in-the-moment feedback post-clinical encounters.
• Experiential learning is key for R2C2 model application.
• Effective use necessitates deliberate engagement in coaching and co-creating action plans beyond confirming changes.