Ginsburg Shiphra, Lingard Lorelei, Sugumar Vijithan, Watling Christopher J
Acad Med. 2024 Nov 1;99(11):1247-1253. doi: 10.1097/ACM.0000000000005838. Epub 2024 Aug 6.
Feedback seeking is an expected learner competency. Motivations to seek feedback are well explored, but we know little about how supervisors perceive such requests for feedback. These perceptions matter because how supervisors judge requests can affect the feedback they give. This study explores how supervisors perceive and attribute motivations behind feedback requests to better understand the benefits and hazards of feedback seeking.
Constructivist grounded theory was used to interview supervisors at the Temerty Faculty of Medicine, University of Toronto, from February 2020 to September 2022. Supervisors were asked to describe instances when they perceived feedback requests as being sincere or insincere, what led to their opinions, and how they responded. Transcripts were analyzed and coded in parallel with data collection; data analysis was guided by constant comparison.
Seventeen faculty were interviewed. Participants perceived 4 motivations when learners sought feedback: affirmation or praise; a desire to improve; an administrative requirement, such as getting forms filled out; and hidden purposes, such as making a good impression. These perceptions were based on assumptions regarding the framing of the initial request; timing; preexisting relationship with the learner; learner characteristics, such as insecurity; and learner reactions to feedback, particularly defensiveness. Although being asked for feedback was generally well received, some participants reported irritation at requests that were repetitive, were poorly timed, or did not appear sincere.
Feedback seeking may prompt supervisors to consider learners' motivations, potentially resulting in a set of entangled attributions, assumptions, and reactions that shape the feedback conversation in invisible and potentially problematic ways. Learners should consider these implications as they frame their feedback requests and be explicit about what they want and why they want it. Supervisors should monitor their responses, ask questions to clarify requests, and err on the side of assuming feedback-seeking requests are sincere.
寻求反馈是学习者应具备的一项能力。人们对寻求反馈的动机进行了充分研究，但我们对导师如何看待此类反馈请求却知之甚少。这些看法很重要，因为导师对请求的判断会影响他们给出的反馈。本研究旨在探讨导师如何看待并归因于反馈请求背后的动机，以便更好地理解寻求反馈的益处和风险。
采用建构主义扎根理论，于2020年2月至2022年9月对多伦多大学 Temerty 医学院的导师进行访谈。要求导师描述他们认为反馈请求是真诚或不真诚的情况、导致他们形成这些看法的原因以及他们的回应方式。访谈记录在数据收集的同时进行分析和编码；数据分析以持续比较为指导。
共访谈了17名教员。参与者认为学习者寻求反馈时有4种动机：获得肯定或赞扬；渴望进步；行政要求，如填写表格；以及隐藏目的，如留下好印象。这些看法基于对初始请求的框架、时机、与学习者的既有关系、学习者特征（如缺乏安全感）以及学习者对反馈的反应（特别是防御性）的假设。虽然收到反馈请求总体上是受欢迎的，但一些参与者表示，对重复、时机不当或看起来不真诚的请求感到恼火。
寻求反馈可能会促使导师考虑学习者的动机，这可能会导致一系列相互交织的归因、假设和反应，以无形且可能有问题的方式塑造反馈对话。学习者在提出反馈请求时应考虑这些影响，并明确说明他们想要什么以及为什么想要。导师应监控自己的回应，提问以澄清请求，并倾向于假设寻求反馈的请求是真诚的。
