Okpalauwaekwe Udoka, Polreis Sean, D'Eon Marcel
Department of Academic Family Medicine, College of Medicine, University of Saskatchewan, Saskatchewan, Canada.
Faculty Development, College of Medicine, University of Saskatchewan, Saskatchewan, Canada.
Can Med Educ J. 2021 Nov 1;12(5):48-53. doi: 10.36834/cmej.71595. eCollection 2021 Nov.
An important element in each teaching workshop for resident doctors at the University of Saskatchewan is the microteaching sessions, including feedback. We set out to test our observations that one condition for organizing the feedback increased the quality of feedback. In one condition, residents provide and receive feedback in listed on our feedback form; while in the other condition, they provide and receive feedback in .
Over 115 residents participated in the teaching workshop in the 2019-2020 academic year. Each resident experienced both conditions for giving and receiving feedback-about half with one condition first and the other half in the opposite order. We developed and tested a simple survey that asked about the usefulness of the feedback.
We used the Mann-Whitney U test for differences between or . We found a statistically significant difference with small to moderate effect sizes (Cohen's ) favouring the condition.
Residents found the usefulness of feedback given or received using the feedback condition in greater than . We will now only use the condition and recommend that other teaching workshops that use microteaching practice sessions consider using this condition.
在萨斯喀彻温大学为住院医生举办的每次教学研讨班中，一个重要元素是微教学环节，包括反馈。我们着手检验我们的观察结果，即组织反馈的一种方式能提高反馈质量。在一种方式下，住院医生按照我们反馈表上列出的[具体方式]提供和接收反馈；而在另一种方式下，他们按照[另一种具体方式]提供和接收反馈。
在2019 - 2020学年，超过115名住院医生参加了教学研讨班。每位住院医生都经历了给予和接收反馈的两种方式——大约一半人先经历一种方式，另一半人则以相反顺序经历另一种方式。我们开发并测试了一项简单调查，询问有关反馈的有用性。
我们使用曼 - 惠特尼U检验来分析[两种方式之间的]差异。我们发现存在统计学上的显著差异，效应大小为小到中等（科恩氏效应量），支持[具体方式]。
住院医生发现，使用[具体方式]给予或接收反馈比[另一种方式]更有用。我们现在将只使用[具体方式]，并建议其他采用微教学实践环节的教学研讨班考虑使用这种方式。
