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Updated: Jun 21, 2025
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Movement Retraining using Real-time Feedback of Performance
Published on: January 17, 2013
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Feedback, learning and becoming: Narratives of feedback in complex performance challenges
Margaret Bearman1, Mary Dracup1, Rola Ajjawi1
1Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Burwood, Victoria, Australia.
Medical Education
|July 8, 2024
Summary
Newly qualified general practitioners (GPs) narrate their training experiences through four distinct plotlines, revealing how feedback shapes their professional development and self-perception over time. Understanding these narratives helps tailor feedback for better learning outcomes.
Area of Science:
- Medical Education
- General Practice Training
- Professional Development
Background:
- Becoming a general practitioner (GP) involves managing complex, ambiguous situations.
- Feedback is crucial for GP trainee learning, but its long-term impact and trainees' self-positioning across encounters are under-researched.
- Understanding how trainees narrate their experiences with performance challenges and the role of feedback is essential.
Purpose of the Study:
- To explore how newly qualified GPs narrate their experiences with complex performance challenges.
- To investigate the role of feedback within these narratives.
- To understand how trainees position themselves across multiple feedback encounters over time.
Main Methods:
- Holistic and sequential narrative analysis of in-depth interviews with 16 general practice trainees.
- Restorying participant narratives chronologically to form units of analysis.
- Interpreting narrative commonalities in plots, characters, emotions, and the role of feedback.
Main Results:
- Four distinct plotlines were identified in GP trainees' narratives: Journeyperson, Hero's Quest, Solo Journeyer, and Endless Struggle.
- Trainees, supervisors, and feedback were positioned differently within these plotlines.
- Trainee narratives were rich in emotional content.
Conclusions:
- The identified plotlines offer a new framework for understanding the interplay of feedback, learning, and professional identity formation in GPs.
- These narratives highlight how cumulative interactions shape a trainee's professional trajectory.
- A trainee's self-positioning (protagonist/antagonist) influences the focus of supervisory feedback.
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