Kaleem Syed Z, Sahni Vikram N, Suresh Aishwarya, Duke Pamela
Department of Psychiatry and Behavioral Health, Pennsylvania State University College of Medicine, 700 HMC Crescent Road, Hershey, PA 17033 USA.
Department of Dermatology, University of Utah School of Medicine, Salt Lake City, UT USA.
Med Sci Educ. 2022 Sep 24;32(6):1527-1533. doi: 10.1007/s40670-022-01628-4. eCollection 2022 Dec.
This article proposes a paradigm shift from the competency-based model of clerkship feedback using checklists to a coaching-based, action plan-oriented process that centers on individualized student-oriented goals. Using a student perspective, the authors examine the feedback literature and put forward a proposal to use an impact model whose emphasis is to improve the learning climate for students. Several techniques are reviewed which include goal generation and creation of dynamic action plans. By intentionally focusing on coaching relationships as a platform for feedback, the learners and mentors share goals and the result of feedback becomes action-based behaviors which may help negate personal attribution and bias in the feedback process.
本文提出了一种范式转变，从使用清单的基于能力的临床实习反馈模式，转向以个性化的学生导向目标为中心、基于指导和行动计划的过程。作者从学生的角度审视了反馈文献，并提出了一个使用影响模型的建议，该模型的重点是改善学生的学习环境。文中回顾了几种技巧，包括目标生成和动态行动计划的创建。通过有意将指导关系作为反馈的平台，学习者和指导者共享目标，反馈的结果成为基于行动的行为，这可能有助于消除反馈过程中的个人归因和偏见。
