Karolinska University Hospital, Allied Health Professionals Function, Medical Unit Occupational Therapy and Physiotherapy, Huddinge, Sweden.
Department of Clinical Sciences, Intervention and Technology, CLINTEC Karolinska Institutet, Huddinge, Sweden.
Physiother Theory Pract. 2022 Jan;38(1):122-131. doi: 10.1080/09593985.2020.1737996. Epub 2020 Mar 9.
: For students within health-care education, clinical integrated learning has an important role in combining theory and practice. Constructive feedback is a cornerstone of effective clinical teaching, even though it can be a challenging task for both students and supervisors. There are limited studies on clinical physiotherapists' experience of giving feedback to students.: To explore clinical physiotherapy supervisors' experience of giving feedback to students during clinical integrated learning.: Twelve physiotherapists were interviewed in focus groups about their experiences of giving feedback to students. The interviews were analyzed using qualitative content analysis. : One latent, overarching theme was identified, which was continuous development and support within the social network at the workplace facilitates the work of giving feedback to students and three manifest main themes: (1) constructive dialog; (2) professionalism; and (3) enabling strategies.: The current study focuses on supervisors' experiences of giving feedback to students in a clinical setting. The findings showed that giving feedback to students was a part of continuous development, facilitated by the social network at the workplace, and that the supervisors aimed to be professional while handling emotions in social interactions between supervisors and students.
对于医疗保健教育领域的学生来说，临床综合学习在将理论与实践相结合方面发挥着重要作用。建设性反馈是有效临床教学的基石，尽管它对学生和教师来说都是一项具有挑战性的任务。关于临床物理治疗师为学生提供反馈的经验，相关研究有限。
探讨临床物理治疗师在临床综合学习期间为学生提供反馈的经验。
采用焦点小组访谈法，对 12 名物理治疗师进行了关于为学生提供反馈的经验的访谈。采用定性内容分析法对访谈内容进行分析。
确定了一个潜在的、总体主题，即在工作场所的社会网络内持续发展和支持有助于为学生提供反馈的工作，以及三个明显的主题：（1）建设性对话；（2）专业性；和（3）使能策略。
本研究重点关注临床环境中教师为学生提供反馈的经验。研究结果表明，提供反馈是持续发展的一部分，工作场所的社会网络提供了便利，教师的目标是在处理教师和学生之间的社会互动中的情绪时保持专业性。
