Center for Research and Development of Education, University Medical Center Utrecht, Room HB 4.24, Universiteitsweg 98, 3584 CG, Utrecht, The Netherlands,
Adv Health Sci Educ Theory Pract. 2013 Oct;18(4):845-9. doi: 10.1007/s10459-012-9401-0. Epub 2012 Nov 21.
Providing feedback to trainees in clinical settings is considered important for development and acquisition of skill. Despite recommendations how to provide feedback that have appeared in the literature, research shows that its effectiveness is often disappointing. To understand why receiving feedback is more difficult than it appears, this paper views the feedback process through the lens of Self-Determination Theory (SDT). SDT claims that the development and maintenance of intrinsic motivation, associated with effective learning, requires feelings of competence, autonomy and relatedness. These three psychological needs are not likely to be satisfied in most feedback procedures. It explains why feedback is often less effective than one would expect. Suggestions to convey feedback in ways that may preserve the trainee's autonomy are provided.
在临床环境中为学员提供反馈被认为对其发展和技能习得很重要。尽管文献中有如何提供反馈的建议，但研究表明，其效果往往令人失望。为了理解为什么接受反馈比看起来更困难，本文通过自我决定理论（SDT）的视角来看待反馈过程。SDT 声称，内在动机的发展和维持与有效学习相关，需要有能力感、自主性和关联性。这三种心理需求在大多数反馈过程中不太可能得到满足。这解释了为什么反馈往往不如人们预期的那样有效。本文提供了一些建议，以可能保留学员自主性的方式传达反馈。
