Gottesman Clinical Skills Center, Albert Einstein College of Medicine, Yeshiva University, Van Etten Building, Bronx, NY 10461, USA.
Med Teach. 2011;33(11):904-10. doi: 10.3109/0142159X.2011.588732.
This study seeks to explore formative feedback during clerkships from the student perspective and to determine whether a modest intervention aimed at students can impact their attitudes or behavior regarding feedback interactions.
Multiple studies document medical student dissatisfaction with a lack of feedback from attending physicians and housestaff regarding their performance during their clerkship rotations. While feedback is essential to skill building, and feedback-seeking a necessary component of self-awareness, studies indicate that little progress has been made in understanding or addressing these student concerns.
Participants included the entire third-year class of a medical school (n = 189). They were surveyed about their attitudes and experience with regard to receiving feedback during clerkships using both Likert-type questions and open-ended questions. Half of the class was assigned to receive a brief intervention, a workshop dealing with the nature of feedback and ways to actively elicit it from housestaff and attendings.
Qualitative results indicated that students initially conceived of feedback as a linear process, from instructor to student, and they felt both the lack of time on the ward and instructors' apparent inapproachability were major barriers in receiving feedback. The group of students who attended the feedback workshop reported a positive change in their attitude toward obtaining feedback and a significant increase in their feedback-seeking behavior.
Students can learn to assume a more active role in their learning interactions with instructors during their clerkships.
本研究旨在从学生角度探讨实习期间的形成性反馈，并确定针对学生的适度干预是否会影响他们对反馈互动的态度或行为。
多项研究记录了医学生对主治医生和住院医生在实习轮转期间对其表现缺乏反馈的不满。虽然反馈对于技能培养至关重要，而寻求反馈是自我意识的必要组成部分，但研究表明，在理解或解决这些学生的问题方面几乎没有取得任何进展。
参与者包括一所医学院三年级的全体学生（n=189）。他们使用李克特量表和开放式问题，就实习期间获得反馈的态度和经验进行了调查。一半的学生被分配参加一个简短的干预课程，该课程涉及反馈的性质以及如何积极向住院医生和主治医生索取反馈的方法。
定性结果表明，学生最初将反馈视为一个从教师到学生的线性过程，他们觉得病房时间不足和教师明显的难以接近是获得反馈的主要障碍。参加反馈工作坊的学生群体报告称，他们对获得反馈的态度发生了积极变化，寻求反馈的行为显著增加。
学生可以学会在实习期间与教师的学习互动中扮演更积极的角色。
