Button Brenton, Cook Clare, Goertzen James, Cameron Erin
Human Sciences Division, Northern Ontario School of Medicine University, Thunder Bay, ON, Canada.
Medical Education Research Lab in the North, Northern Ontario School of Medicine University, Thunder Bay, ON, Canada.
JMIR Res Protoc. 2022 Jun 13;11(6):e32829. doi: 10.2196/32829.
Providing feedback to medical learners is a critical educational activity. Despite the recognition of its importance, most research has focused on training preceptors to give feedback, which neglects the role of learners in receiving feedback. Delivering a combined professional development session for both preceptors and students may facilitate more effective feedback communication and improve both the quality and quantity of feedback.
The objective of our research project is to examine the impact of a relational feedback intervention on both preceptors and students during a longitudinal integrated clerkship.
Students and preceptors will attend a 2.5-hour combined professional development session, wherein they will be provided with educational tools for giving and receiving feedback within a coaching relationship and practice feedback giving and receiving skills together. Before the combined professional development session, students will be asked to participate in a 1-hour preparation session that will provide an orientation on their role in receiving feedback and their participation in the combined professional development session. Students and preceptors will be asked to complete a precombined professional development session survey and an immediate postcombined professional development session survey. Preceptors will be asked to complete a follow-up assessment survey, and students will be asked to participate in a follow-up, student-only focus group. Anonymized clinical faculty teaching evaluations and longitudinal integrated clerkship program evaluations will also be used to assess the impact of the intervention.
As of March 1, 2022, a total of 66 preceptors and 29 students have completed the baseline and follow-up measures. Data collection is expected to conclude in December 2023.
Our study is designed to contribute to the literature on the feedback process between preceptors and students within a clinical setting. Including both the preceptors and the students in the same session will improve on the work that has already been conducted in this area, as the students and preceptors can further develop their relationships and coconstruct feedback conversations. We will use social learning theory to interpret the results of our study, which will help us explain the results and potentially make the work generalizable to other fields.
INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): DERR1-10.2196/32829.
向医学学习者提供反馈是一项关键的教育活动。尽管人们认识到其重要性，但大多数研究都集中在培训带教教师提供反馈上，而忽视了学习者在接受反馈中的作用。为带教教师和学生举办联合专业发展课程可能有助于更有效的反馈沟通，并提高反馈的质量和数量。
我们研究项目的目的是考察在纵向综合实习期间，关系性反馈干预对带教教师和学生的影响。
学生和带教教师将参加一个2.5小时的联合专业发展课程，在该课程中，他们将获得在指导关系中给予和接受反馈的教育工具，并一起练习反馈给予和接受技巧。在联合专业发展课程之前，学生将被要求参加一个1小时的准备课程，该课程将介绍他们在接受反馈中的角色以及他们在联合专业发展课程中的参与情况。学生和带教教师将被要求完成联合专业发展课程前的调查问卷和联合专业发展课程后的即时调查问卷。带教教师将被要求完成一份后续评估调查问卷，学生将被要求参加一个仅限学生的后续焦点小组。匿名的临床教师教学评价和纵向综合实习项目评价也将用于评估干预的影响。
截至2022年3月1日，共有66名带教教师和29名学生完成了基线和后续测量。数据收集预计于2023年12月结束。
我们的研究旨在为临床环境中带教教师与学生之间反馈过程的文献做出贡献。将带教教师和学生纳入同一课程将改进该领域已开展的工作，因为学生和带教教师可以进一步发展他们的关系并共同构建反馈对话。我们将使用社会学习理论来解释我们的研究结果，这将帮助我们解释结果，并有可能使这项工作适用于其他领域。
国际注册报告识别号（IRRID）：DERR1-10.2196/32829。
