Educators’ behaviours during feedback in authentic clinical practice settings: an observational study and systematic analysis
Abstract Background Verbal feedback plays a critical role in health professions education but it is not clear which components of effective feedback have been successfully translated from the literature into supervisory practice in the workplace, and which have not. The purpose of this study was to...
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doaj-744dacaae2914714ac3dbecedc154e9e2020-11-25T03:16:20ZengBMCBMC Medical Education1472-69202019-05-0119111110.1186/s12909-019-1524-zEducators’ behaviours during feedback in authentic clinical practice settings: an observational study and systematic analysisChristina E. Johnson0Jennifer L. Keating1Melanie K. Farlie2Fiona Kent3Michelle Leech4Elizabeth K. Molloy5Monash Doctors Education, Monash Health and Department of Medical Education, Melbourne Medical School, University of MelbourneDepartment of Physiotherapy, School of Primary and Allied Health Care, Faculty of Medicine Nursing and Health Science, Monash UniversityAllied Health Workforce Innovation, Strategy, Education & Research (WISER) Unit, Monash Health, and School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences at Monash UniversityEducation Portfolio, Faculty Medicine, Nursing and Health Sciences, Monash UniversityMonash School of Medicine, Faculty of Medicine, Nursing & Health Sciences, Monash University and Monash HealthDepartment of Medical Education, Melbourne Medical School, University of MelbourneAbstract Background Verbal feedback plays a critical role in health professions education but it is not clear which components of effective feedback have been successfully translated from the literature into supervisory practice in the workplace, and which have not. The purpose of this study was to observe and systematically analyse educators’ behaviours during authentic feedback episodes in contemporary clinical practice. Methods Educators and learners videoed themselves during formal feedback sessions in routine hospital training. Researchers compared educators’ practice to a published set of 25 educator behaviours recommended for quality feedback. Individual educator behaviours were rated 0 = not seen, 1 = done somewhat, 2 = consistently done. To characterise individual educator’s practice, their behaviour scores were summed. To describe how commonly each behaviour was observed across all the videos, mean scores were calculated. Results Researchers analysed 36 videos involving 34 educators (26 medical, 4 nursing, 4 physiotherapy professionals) and 35 learners across different health professions, specialties, levels of experience and gender. There was considerable variation in both educators’ feedback practices, indicated by total scores for individual educators ranging from 5.7 to 34.2 (maximum possible 48), and how frequently specific feedback behaviours were seen across all the videos, indicated by mean scores for each behaviour ranging from 0.1 to 1.75 (maximum possible 2). Educators commonly provided performance analysis, described how the task should be performed, and were respectful and supportive. However a number of recommended feedback behaviours were rarely seen, such as clarifying the session purpose and expectations, promoting learner involvement, creating an action plan or arranging a subsequent review. Conclusions These findings clarify contemporary feedback practice and inform the design of educational initiatives to help health professional educators and learners to better realise the potential of feedback.http://link.springer.com/article/10.1186/s12909-019-1524-zFeedbackFormative feedbackEffective feedbackHealth professions educationProfessional development |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Christina E. Johnson Jennifer L. Keating Melanie K. Farlie Fiona Kent Michelle Leech Elizabeth K. Molloy |
spellingShingle |
Christina E. Johnson Jennifer L. Keating Melanie K. Farlie Fiona Kent Michelle Leech Elizabeth K. Molloy Educators’ behaviours during feedback in authentic clinical practice settings: an observational study and systematic analysis BMC Medical Education Feedback Formative feedback Effective feedback Health professions education Professional development |
author_facet |
Christina E. Johnson Jennifer L. Keating Melanie K. Farlie Fiona Kent Michelle Leech Elizabeth K. Molloy |
author_sort |
Christina E. Johnson |
title |
Educators’ behaviours during feedback in authentic clinical practice settings: an observational study and systematic analysis |
title_short |
Educators’ behaviours during feedback in authentic clinical practice settings: an observational study and systematic analysis |
title_full |
Educators’ behaviours during feedback in authentic clinical practice settings: an observational study and systematic analysis |
title_fullStr |
Educators’ behaviours during feedback in authentic clinical practice settings: an observational study and systematic analysis |
title_full_unstemmed |
Educators’ behaviours during feedback in authentic clinical practice settings: an observational study and systematic analysis |
title_sort |
educators’ behaviours during feedback in authentic clinical practice settings: an observational study and systematic analysis |
publisher |
BMC |
series |
BMC Medical Education |
issn |
1472-6920 |
publishDate |
2019-05-01 |
description |
Abstract Background Verbal feedback plays a critical role in health professions education but it is not clear which components of effective feedback have been successfully translated from the literature into supervisory practice in the workplace, and which have not. The purpose of this study was to observe and systematically analyse educators’ behaviours during authentic feedback episodes in contemporary clinical practice. Methods Educators and learners videoed themselves during formal feedback sessions in routine hospital training. Researchers compared educators’ practice to a published set of 25 educator behaviours recommended for quality feedback. Individual educator behaviours were rated 0 = not seen, 1 = done somewhat, 2 = consistently done. To characterise individual educator’s practice, their behaviour scores were summed. To describe how commonly each behaviour was observed across all the videos, mean scores were calculated. Results Researchers analysed 36 videos involving 34 educators (26 medical, 4 nursing, 4 physiotherapy professionals) and 35 learners across different health professions, specialties, levels of experience and gender. There was considerable variation in both educators’ feedback practices, indicated by total scores for individual educators ranging from 5.7 to 34.2 (maximum possible 48), and how frequently specific feedback behaviours were seen across all the videos, indicated by mean scores for each behaviour ranging from 0.1 to 1.75 (maximum possible 2). Educators commonly provided performance analysis, described how the task should be performed, and were respectful and supportive. However a number of recommended feedback behaviours were rarely seen, such as clarifying the session purpose and expectations, promoting learner involvement, creating an action plan or arranging a subsequent review. Conclusions These findings clarify contemporary feedback practice and inform the design of educational initiatives to help health professional educators and learners to better realise the potential of feedback. |
topic |
Feedback Formative feedback Effective feedback Health professions education Professional development |
url |
http://link.springer.com/article/10.1186/s12909-019-1524-z |
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