Quality Improvement in Veterinary Education, Faculty of Veterinary Medicine, Utrecht University, Utrecht, the Netherlands.
Med Educ. 2013 Mar;47(3):282-91. doi: 10.1111/medu.12054.
Why and how do students seek feedback on their performance in the clinical workplace and which factors influence this? These questions have remained largely unanswered in research into workplace learning during clinical clerkships. Research on feedback has focused mainly on feedback providers. Whether and how feedback recipients actively seek feedback are under-examined issues. Research in organisational psychology has proposed a mechanism whereby feedback seeking is influenced by motives and goal orientation mediated by the perceived costs and benefits of feedback. Building on a recently published model of resident doctors' feedback-seeking behaviour, we conducted a qualitative study to explore students' feedback-seeking behaviours in the clinical workplace.
Between April and June 2011, we conducted semi-structured face-to-face interviews with veterinary medicine students in Years 5 and 6 about their feedback-seeking behaviour during clinical clerkships. In the interviews, 14 students were asked about their goals and motives for seeking feedback, the characteristics of their feedback-seeking behaviour and factors influencing that behaviour. Using template analysis, we coded the interview transcripts and iteratively reduced and displayed the data until agreement on the final template was reached.
The students described personal and interpersonal factors to explain their reasons for seeking feedback. The factors related to intentions and the characteristics of the feedback provider, and the relationship between the feedback seeker and provider. Motives relating to image and ego, particularly when students thought that feedback might have a positive effect on image and ego, influenced feedback-seeking behaviour and could induce specific behaviours related to students' orientation towards particular sources of feedback, their orientation towards particular topics for and timing of feedback, and the frequency and method of feedback-seeking behaviour.
This study shows that during clinical clerkships, students actively seek feedback according to personal and interpersonal factors. Perceived costs and benefits influenced this active feedback-seeking behaviour. These results may contribute towards the optimising and developing of meaningful educational opportunities during clerkships.
学生为何以及如何寻求对其在临床工作场所表现的反馈，哪些因素会影响这一点？这些问题在临床实习期间的工作场所学习研究中基本上没有得到回答。关于反馈的研究主要集中在反馈提供者上。反馈接受者是否以及如何主动寻求反馈是一个研究不足的问题。组织心理学的研究提出了一种机制，即反馈寻求受到由感知到的反馈成本和收益介导的动机和目标导向的影响。基于最近发表的住院医师反馈寻求行为模型，我们进行了一项定性研究，以探讨学生在临床工作场所的反馈寻求行为。
在 2011 年 4 月至 6 月期间，我们对兽医 5 年级和 6 年级的学生进行了半结构化的面对面访谈，了解他们在临床实习期间寻求反馈的行为。在访谈中，14 名学生被问及他们寻求反馈的目的和动机、寻求反馈的行为特征以及影响这种行为的因素。我们使用模板分析对访谈记录进行编码，并反复减少和显示数据，直到对最终模板达成一致。
学生们描述了个人和人际关系因素来解释他们寻求反馈的原因。这些因素与意图和反馈提供者的特征以及反馈寻求者与提供者之间的关系有关。与形象和自我有关的动机，特别是当学生认为反馈可能对形象和自我产生积极影响时，会影响反馈寻求行为，并可能诱导与学生对特定反馈来源的取向、对特定主题的反馈取向和时间、反馈寻求行为的频率和方法有关的特定行为。
本研究表明，在临床实习期间，学生根据个人和人际关系因素主动寻求反馈。感知到的成本和收益影响了这种主动的反馈寻求行为。这些结果可能有助于优化和发展实习期间的有意义的教育机会。
