R. Bing-You is professor, Tufts University School of Medicine, Boston, Massachusetts, and vice president for medical education, Maine Medical Center, Portland, Maine. V. Hayes is clinical associate professor, Tufts University School of Medicine, Boston, Massachusetts, and faculty member, Department of Family Medicine, Maine Medical Center, Portland, Maine. T. Palka is clinical assistant professor, Tufts University School of Medicine, Boston, Massachusetts, and faculty member, Department of Psychiatry, Maine Medical Center, Portland, Maine. M. Ford is clinical assistant professor, Tufts University School of Medicine, Boston, Massachusetts, and assistant director of the longitudinal integrated clerkship, Maine Medical Center, Portland, Maine. R. Trowbridge is associate professor, Tufts University School of Medicine, Boston, Massachusetts, and director of the longitudinal integrated clerkship, Maine Medical Center, Portland, Maine.
Acad Med. 2018 Aug;93(8):1218-1226. doi: 10.1097/ACM.0000000000002256.
As attention has shifted to learners as significant partners in feedback interactions, it is important to explore what feedback-seeking behaviors medical students use and how the faculty-student relationship affects feedback-seeking behaviors.
This qualitative study was inspired by the organizational psychology literature. Third-year medical students were interviewed at Maine Medical Center in April-May 2017 after completing a traditional block rotation clerkship or a nine-month longitudinal integrated clerkship (LIC). A constructivist grounded theory approach was used to analyze transcripts and develop themes.
Fourteen students participated (eight LIC, six block rotation). Themes associated with why students sought feedback included goal orientations, perceived benefits and costs, and student and feedback provider characteristics. Factors influencing the way students sought feedback included busy environments, timing, and cues students were attuned to. Students described more inquiry than monitoring approaches and used various indirect and noninquiry techniques (artifice) in asking for feedback. Students did not find summative feedback as helpful as seeking feedback themselves, and they suggested training in seeking feedback would be beneficial. Faculty-student relationship dynamics included several aspects affecting feedback-seeking behaviors, and relationship differences in the LIC and block models affected feedback-seeking behaviors.
Medical students have many motives to seek feedback and adapt their feedback-seeking behaviors to actively participate in an intricate dialogic interaction with feedback providers. Students gradually refine the art (and artifice) of obtaining the specific feedback information that meets their needs. The authors offer a prototype curriculum that may facilitate students' development of feedback-seeking skills.
随着人们将学习者视为反馈互动中的重要伙伴，探索医学生使用哪些反馈寻求行为以及师生关系如何影响反馈寻求行为变得尤为重要。
本定性研究受组织心理学文献的启发。2017 年 4 月至 5 月，在缅因州医疗中心完成传统的科室轮转实习或为期九个月的纵向综合实习后，对三年级医学生进行了访谈。采用建构主义扎根理论方法分析转录本并开发主题。
14 名学生参与（8 名 LIC，6 名轮转实习）。学生寻求反馈的原因与目标取向、感知收益和成本以及学生和反馈提供者的特征有关。影响学生寻求反馈方式的因素包括忙碌的环境、时间和学生注意到的线索。学生描述了更多的探究而不是监测方法，并在寻求反馈时使用了各种间接和非探究技术（策略）。学生发现总结性反馈不如自己寻求反馈有用，他们建议进行寻求反馈的培训将是有益的。师生关系动态包括影响反馈寻求行为的几个方面，LIC 和轮转实习模式的关系差异影响了反馈寻求行为。
医学生有许多寻求反馈的动机，并调整其反馈寻求行为，以积极参与与反馈提供者的复杂对话互动。学生逐渐完善获取满足其需求的特定反馈信息的艺术（和策略）。作者提供了一个原型课程，可能有助于学生发展寻求反馈的技能。
