University of Texas Southwestern Medical Center, Dallas, Texas, USA.
Yale School of Medicine, New Haven, Connecticut, USA.
Clin Teach. 2020 Jun;17(3):280-285. doi: 10.1111/tct.13069. Epub 2019 Aug 26.
For medical students, soliciting feedback is a critical but difficult skill that merits proper training. This skill may be taught effectively by peers who have experienced challenges with feedback on the wards.
Two medical students developed and taught a workshop on feedback skills. The workshop was presented to 248 third-year students. The workshop trained students in soliciting, receiving and responding to feedback through interactive discussions of case scenarios. Students were given pre- and post-surveys to assess changes in their confidence in and attitudes towards the feedback process.
There were statistically significant increases in students' likeliness to solicit feedback and confidence in their ability to solicit feedback. Students' view on the importance of feedback did not change. The most commonly cited barriers to feedback were time constraints, fear of negative feedback, emotions and skills when asking for feedback, and student-mentor relationship. The content the students valued the most was management of internal triggers to negative feedback. Students noted that the peer-to-peer format, case scenarios, and interactive questions were strengths of the workshop.
Although medical students recognise the importance of feedback, they often lack the confidence and skills to obtain quality feedback. A peer-to-peer workshop on soliciting, receiving, and responding to feedback can be an effective method to improve students' confidence and skills in this area. More research needs to be done to conclude if this workshop increases the instances of students soliciting high-quality feedback on the wards and improves clinical performance.
对于医学生来说，征求反馈是一项至关重要但又颇具难度的技能，值得进行适当的培训。有过在病房中提供反馈方面的挑战的同行可以有效地教授这一技能。
两名医学生开发并教授了一门关于反馈技能的工作坊。该工作坊向 248 名三年级学生展示。工作坊通过对案例场景的互动讨论，培训学生征求、接收和回应反馈的技巧。学生们在课前和课后都接受了调查，以评估他们对反馈过程的信心和态度的变化。
学生征求反馈的意愿以及对征求反馈能力的信心有了统计学上的显著提高。学生对反馈重要性的看法没有改变。反馈的最常见障碍包括时间限制、对负面反馈的恐惧、寻求反馈时的情绪和技巧，以及学生与导师的关系。学生最看重的内容是管理对负面反馈的内部触发因素。学生指出，同伴对同伴的模式、案例场景和互动问题是工作坊的优势。
尽管医学生认识到反馈的重要性，但他们通常缺乏获得高质量反馈的信心和技能。关于征求、接收和回应反馈的同伴工作坊可以是提高学生在这方面的信心和技能的有效方法。需要进一步研究以确定该工作坊是否会增加学生在病房中征求高质量反馈的次数，并提高临床表现。
