Curran Vernon, Fleet Lisa, Whitton Cynthia
Dr. Curran: Associate Dean of Educational Development, Office of Professional and Educational Development, Professor of Medical Education, Division of Community Health and Humanities, Faculty of Medicine, Memorial University of Newfoundland, Newfoundland, Canada. Ms. Fleet: Education Specialist, Office of Professional and Educational Development, Faculty of Medicine, Memorial University of Newfoundland, Newfoundland, Canada. Ms. Whitton: Manager, Operations, Office of Professional and Educational Development, Faculty of Medicine, Memorial University of Newfoundland, Newfoundland, Canada.
J Contin Educ Health Prof. 2024;44(1):64-70. doi: 10.1097/CEH.0000000000000483. Epub 2022 Dec 21.
Reflective practice involves thinking about one's practice and often involves using data to effect such reflection. Multisource feedback (MSF) involves evaluation by peers, patients, and coworkers. Coaching has been identified as a key aspect of MSF with peer coaching involving two or more colleagues working together to reflect on current practices and share ideas. We introduced a pilot MSF and peer coaching program with a goal to evaluate its effect on fostering reflective practice.
Physician participants completed a 360-degree assessment of their practices, followed by peer coaching sessions. Peer coaches were oriented to an evidence-based theory-driven feedback model (R2C2) to support coaching skills development. A mixed-methods evaluation study was undertaken, including pre to post surveys of readiness for self-directed learning, a postevaluation survey of participant satisfaction, and semistructured participant interviews.
Thirty four (N = 34) participants completed the 360-degree assessment, and 22 participants took part in two coaching meetings. Respondents reported significant improvement to aspects of their readiness for self-directed learning ( P <.05), including knowing about learning strategies to achieve key learning goals, knowing about resources to support one's own learning, and being able to evaluate one's learning outcomes. Overall, respondents felt empowered to "reflect" on their practices, affirm what they were doing well, and, for some, identify opportunities for further and ongoing professional development.
MSF and peer coaching emerged as key elements in enabling reflective practice by facilitating reflection on one's practice and conversations with one's peers to affirm strengths and opportunities for strengthening practice through self-directed professional development.
反思性实践包括思考自己的实践，通常还涉及使用数据来进行这种反思。多源反馈（MSF）涉及同行、患者和同事的评价。辅导已被确定为多源反馈的一个关键方面，其中同伴辅导涉及两名或更多同事共同努力，反思当前实践并分享想法。我们推出了一个多源反馈和同伴辅导试点项目，目标是评估其对促进反思性实践的效果。
医生参与者完成了对其实践的360度评估，随后进行了同伴辅导课程。同伴辅导者以基于证据的理论驱动反馈模型（R2C2）为导向，以支持辅导技能的发展。开展了一项混合方法评估研究，包括对自我导向学习准备情况的前后调查、参与者满意度的后评估调查以及半结构化的参与者访谈。
34名（N = 34）参与者完成了360度评估，22名参与者参加了两次辅导会议。受访者报告称，他们在自我导向学习准备方面有显著改善（P <.05），包括了解实现关键学习目标的学习策略、了解支持自己学习的资源以及能够评估自己的学习成果。总体而言，受访者感到有能力“反思”自己的实践，肯定自己做得好的方面，并且对一些人来说，还能确定进一步和持续专业发展的机会。
多源反馈和同伴辅导成为促进反思性实践的关键要素，通过促进对自己实践的反思以及与同行的对话，来肯定优势和通过自我导向的专业发展加强实践的机会。
