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Could the R2C2 Feedback and Coaching Model Enhance Feedback Literacy Behaviors: A Qualitative Study Exploring
Subha Ramani1,2, Heather Armson3, Tessa Hanmore4
1Harvard Medical School, MGH Institute for Health Professions Education, Boston, Massachusetts, US.
Perspectives on Medical Education
|January 20, 2025
Summary
Feedback literacy (FBL) skills were enhanced by the R2C2 model, which guides clinical feedback conversations. Optimizing all R2C2 phases, especially action plan co-creation, is key to improving learner FBL.
Area of Science:
- Medical Education
- Healthcare Professional Development
Background:
- Feedback literacy (FBL) is crucial for learners, involving appreciating feedback, making judgments, managing affect, and taking action.
- Clinical preceptors need guidance to foster FBL in learners.
- The R2C2 feedback and coaching model offers a structured approach to feedback conversations.
Purpose of the Study:
- To determine if R2C2 conversations operationalize FBL behaviors.
- To identify factors influencing FBL within R2C2 feedback sessions.
Main Methods:
- Secondary analysis of qualitative data from 15 learner-preceptor dyads.
- Framework analysis of R2C2-guided feedback conversations and debriefing interviews.
- Mapping data to FBL behaviors and exploring influencing factors.
Main Results:
- Most FBL behaviors were observed in R2C2 conversations, particularly appreciating feedback and making judgments.
- Managing affect showed less evidence, with learners generally accepting feedback.
- Variability existed in action plan co-creation, with some learners having incomplete or no plans.
- Learner-preceptor relationships, learner engagement, and personal characteristics influenced FBL.
Conclusions:
- Effective R2C2 model use can enhance FBL behaviors.
- Optimizing all R2C2 phases, especially co-creation of action plans, is vital for maximizing FBL development.
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