Lamothe Diane Bouchard, Rowe Jennifer, Boet Sylvain, Denis-Leblanc Manon
Affaires francophones, Faculté de médecine, Université d'Ottawa, Ontario, Canada.
Département d'anesthésiologie et de médecine de la douleur, L'Hôpital d'Ottawa, Université d'Ottawa, Ontario, Canada.
Can Med Educ J. 2023 Jun 27;14(3):6-13. doi: 10.36834/cmej.74419. eCollection 2023 Jun.
Sharing formative feedback is inherent in the supervision process and the acceptance of feedback by learners is an essential step in learning. However, receiving feedback from the supervisor evokes emotions and accepting it is not easy. Several recommendations guide preceptors on how to share feedback with learners and all emphasize the importance of encouraging the learner to actively interact in the feedback process. Although studies point to the positive effect of informing and training learners about feedback, few focus on their responsiveness to feedback. Under the rubric of developing a personal skill to better accept feedback, we propose a new behavioral model, called H.O.S.T., which aims to guide learners to approach feedback with a personal growth mindset associated with the learning position. Specifically, the model presents an interdependent set of attitudes and behaviors that aim to facilitate emotional management and engagement in the feedback process, in order to initiate the reflective process necessary for learning and to enable the acquisition of targeted skills. The acronym H.O.S.T. reminds students of the four essential elements of the behavioral model: humility, openness, shared explicitness and tenacity. Based on the positive psychology movement, each element is defined and justified by known theoretical concepts. In order to better assimilate the components of the model, the use of internal dialogue is adopted to facilitate the training and adoption of behaviors. The essence of the model is discussed in light of the feedback literacy dedicated to learners.
分享形成性反馈是监督过程中固有的，学习者接受反馈是学习过程中的关键一步。然而，从导师那里收到反馈会引发情绪，接受反馈并非易事。有几条建议指导带教老师如何与学习者分享反馈，所有建议都强调鼓励学习者在反馈过程中积极互动的重要性。尽管研究指出了告知和培训学习者有关反馈的积极效果，但很少有研究关注他们对反馈的反应能力。在培养更好地接受反馈的个人技能的框架下，我们提出了一种新的行为模型，称为H.O.S.T.，旨在引导学习者以与学习立场相关的个人成长心态来对待反馈。具体而言，该模型呈现了一组相互依存的态度和行为，旨在促进情绪管理和参与反馈过程，从而启动学习所需的反思过程，并使学习者能够获得目标技能。首字母缩略词H.O.S.T. 提醒学生该行为模型的四个要素：谦逊、开放、共同明确性和坚韧。基于积极心理学运动，每个要素都由已知的理论概念进行定义和论证。为了更好地吸收该模型的组成部分，采用内部对话来促进行为的训练和采用。本文将结合针对学习者的反馈素养来讨论该模型的本质。
