Duijn Chantal C M A, Welink Lisanne S, Mandoki Mira, Ten Cate Olle T J, Kremer Wim D J, Bok Harold G J
Chair Quality Improvement in Veterinary Education, Faculty of Veterinary Medicine, Utrecht University, Utrecht, The Netherlands.
Center for Research and Development of Education, University Medical Center Utrecht, Utrecht, The Netherlands.
Perspect Med Educ. 2017 Aug;6(4):256-264. doi: 10.1007/s40037-017-0361-1. Epub 2017 Jun 2.
Receiving feedback while in the clinical workplace is probably the most frequently voiced desire of students. In clinical learning environments, providing and seeking performance-relevant information is often difficult for both supervisors and students. The use of entrustable professional activities (EPAs) can help to improve student assessment within competency-based education. This study aimed to illustrate what students' perceptions are of meaningful feedback viewed as conducive in preparing for performing EPA unsupervised.
In a qualitative multicentre study we explored students' perceptions on meaningful feedback related to EPAs in the clinical workplace. Focus groups were conducted in three different healthcare institutes. Based on concepts from the literature, the transcripts were coded, iteratively reduced and displayed.
Participants' preferences regarding meaningful feedback on EPAs were quite similar, irrespective of their institution or type of clerkship. Participants explicitly mentioned that feedback on EPAs could come from a variety of sources. Feedback must come from a credible, trustworthy supervisor who knows the student well, be delivered in a safe environment and stress both strengths and points for improvement. The feedback should be provided immediately after the observed activity and include instructions for follow-up. Students would appreciate feedback that refers to their ability to act unsupervised.
There is abundant literature on how feedback should be provided, and what factors influence how feedback is sought by students. This study showed that students who are training to perform an EPA unsupervised have clear ideas about how, when and from whom feedback should be delivered.
在临床工作场所接受反馈可能是学生最常表达的愿望。在临床学习环境中，对于导师和学生而言，提供和寻求与表现相关的信息往往都很困难。使用可托付专业活动（EPA）有助于在基于能力的教育中改进学生评估。本研究旨在阐明学生对于被视为有助于为独立执行EPA做准备的有意义反馈的看法。
在一项定性多中心研究中，我们探讨了学生对临床工作场所中与EPA相关的有意义反馈的看法。在三个不同的医疗机构进行了焦点小组讨论。基于文献中的概念，对转录本进行编码、反复精简并展示。
参与者对于EPA有意义反馈的偏好非常相似，无论他们所在的机构或实习类型如何。参与者明确提到，关于EPA的反馈可以来自多种来源。反馈必须来自一位了解学生的可靠、可信赖的导师，在安全的环境中提供，并强调优点和改进点。反馈应在观察到的活动后立即提供，并包括后续指导。学生们会欣赏提及他们独立行动能力的反馈。
关于应如何提供反馈以及哪些因素影响学生寻求反馈的方式，有大量文献。本研究表明，正在接受培训以独立执行EPA的学生对于反馈应如何、何时以及由谁提供有明确的想法。
