Department of Science Education, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, New York, USA.
Department of Obstetrics & Gynecology, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, New York, USA.
Med Teach. 2021 Jun;43(6):700-708. doi: 10.1080/0142159X.2021.1892619. Epub 2021 Mar 3.
Medical students provide clinical teaching faculty with feedback on their skills as educators through anonymous surveys at the end of their clerkship rotation. Because faculty are in a position of power, students are hesitant to provide candid feedback. Our objective was to determine if medical students were willing to provide negative upward feedback to clinical faculty and describe how they conveyed their feedback. A qualitative analysis of third year medical students' open-ended comments from evaluations of six clerkships was performed using politeness theory as a conceptual framework. Students were asked to describe how the clerkship enhanced their learning and how it could be improved. Midway through the academic year, instructions to provide full names of faculty/residents was added. Overall, there were significantly more comments on what worked well than suggestions for improvement regarding faculty/residents. Instructing students to name-names increased the rate of naming from 35% to 75% for what worked well and from 13% to 39% for suggestions for improvement. Hedging language was included in 61% of suggestions for improvement, but only 2% of what worked well. Students described the variability of their experience, used passive language and qualified negative experiences with positive ones. Medical students may use linguistic strategies, such as impersonalizing and hedging, to mitigate the impact of negative upward feedback. Working towards a culture that supports upward feedback would allow students to feel more comfortable providing candid comments about their experience.
医学生通过在实习轮转结束时对教师进行匿名调查，为临床教师提供有关其教育技能的反馈。由于教师处于权力地位，学生们往往不愿意提供坦率的反馈。我们的目的是确定医学生是否愿意向临床教师提供负面的上行反馈，并描述他们如何传达反馈意见。使用礼貌理论作为概念框架，对 3 年级医学生在 6 个实习评估中的开放性评论进行了定性分析。学生们被要求描述实习如何增强他们的学习以及如何改进。在学年中途，增加了提供教职员工全名的说明。总体而言，关于教职员工的改进建议，评论中提到有效部分的明显多于提到改进部分的。指导学生指名道姓，将有效部分的指名率从 35%提高到 75%，将改进建议的指名率从 13%提高到 39%。改进建议中使用了模糊语言的占 61%，而有效部分仅占 2%。学生们描述了他们的经验的可变性，使用了被动语言，并将负面经验与正面经验相结合。医学生可能会使用语言策略，例如非个人化和模糊化，来减轻负面上行反馈的影响。努力营造一种支持上行反馈的文化，将使学生更愿意就自己的经验提供坦率的意见。
