Chua Ian S, Bogetz Alyssa L
1 Stanford University School of Medicine, Lucile Packard Children's Hospital, Stanford, CA, USA.
2 Children's National Medical Center and the George Washington School of Medicine Health Sciences, Washington, DC, USA.
Clin Pediatr (Phila). 2018 Feb;57(2):193-199. doi: 10.1177/0009922817696464. Epub 2017 Mar 15.
Patient feedback has increasingly become part of medical students' training and formative assessment. We conducted a qualitative study using focus groups to explore students' experiences soliciting patient feedback, including the benefits, challenges, and potential strategies to obtain it. Fifteen medical students participated. Thematic analysis revealed students' (1) discomfort soliciting feedback and concern of being viewed as self-serving; (2) concerns about eroding patient trust; (3) indifference to nonspecific, positive feedback; and (4) belief that informally solicited feedback is most helpful for their learning. Strategies for soliciting more useful patient feedback included (1) team-based solicitation, (2) empowering patients as teachers, and (3) development of feedback instruments that allow patients to comment on specific student-identified learning goals. Solicitation of patient feedback is challenging for medical students and provokes discomfort. Strategies to integrate patient feedback into medical student training and assessment must attend to students' needs so the value of patient feedback can be realized.
患者反馈日益成为医学生培训和形成性评估的一部分。我们进行了一项定性研究，采用焦点小组来探索学生征求患者反馈的经历，包括这样做的益处、挑战以及获取反馈的潜在策略。15名医学生参与了研究。主题分析揭示了学生们的情况：（1）征求反馈时感到不适，担心被视为自私自利；（2）担心破坏患者信任；（3）对非具体的积极反馈漠不关心；（4）认为非正式征求的反馈对他们的学习最有帮助。征求更有用的患者反馈的策略包括：（1）基于团队的征求方式；（2）赋予患者教师的角色；（3）开发反馈工具，使患者能够就学生确定的特定学习目标发表评论。对医学生来说，征求患者反馈具有挑战性且会引发不适。将患者反馈纳入医学生培训和评估的策略必须关注学生的需求，这样才能实现患者反馈的价值。
