Pusdekar Yamini, Pusdekar Vinod, Dani Akanksha, Saoji Ajeet, Gupta Madhur
Department of Community Medicine, NKP Salve Institute of Medical Sciences and Research Centre and Lata Mangeshkar Hospital, Nagpur, Maharashtra, India.
Department of Surgery, All India Institute of Medical Sciences, Nagpur, Maharashtra, India.
J Educ Health Promot. 2024 Aug 29;13:296. doi: 10.4103/jehp.jehp_1594_23. eCollection 2024.
Learning in medical education involves a multitude of practical tasks and skills that are amenable to feedback provision. Though passive feedback is given, there is a consistent gap in feedback provision and its receipt. This study aims to assess provider perspectives on feedback and learner attributes influencing the receipt of feedback in medical educational settings.
A parallel mixed methods study was conducted in September 2023 at a tertiary care teaching institute. A convenience sample of 40 medical teachers comprising two faculties per department and 30 students were included. Focus group discussions (FGDs) were conducted with students from each academic year for assessing the student-level factors (facilitators and barriers) in the receipt of feedback.
Among the 40 medical teachers who were interviewed, the majority of 23 (57.5%) were assistant professors and nearly half of them (18; 45.0%) were below the age of 30 years. The majority of the respondents (28; 70.0%) were females, and 34 (85.0%) of them were postgraduates. Most of them (24; 60.0%) had worked for more than 10 years at the institute. It was observed that 80.0% of the respondents had given feedback to their students at some point in their careers. The major barriers for providing feedback were lack of curricular guidelines, fear of affective responses from students, burden of clinical, administrative work, and lack of perceived need by both students and teachers. DESTEP analysis of the student-level factors governing the receipt of feedback shows the effects of institutional ethics and culture, feedback model utilized, and the influence of learner behaviors, motivations, and teacher attributes.
The study elucidates mentor- and mentee-level influencers for providing and receiving feedback. Effective teacher-student partnerships along with an optimal skill set are required to recognize the need, opportunities, and processes to provide and seek feedback. Shifting the focus from feedback giving to active feedback seeking would be a step toward creating effective and pragmatic feedback systems.
医学教育中的学习涉及大量适合提供反馈的实践任务和技能。尽管提供了被动反馈，但在反馈的提供与接收之间始终存在差距。本研究旨在评估提供者对反馈的看法以及影响医学教育环境中反馈接收的学习者属性。
2023年9月在一所三级护理教学机构进行了一项平行混合方法研究。纳入了一个便利样本，包括40名医学教师（每个系两名教员）和30名学生。对每个学年的学生进行了焦点小组讨论（FGD），以评估反馈接收中的学生层面因素（促进因素和障碍）。
在接受访谈的40名医学教师中，大多数23人（57.5%）是助理教授，其中近一半（18人；45.0%）年龄在30岁以下。大多数受访者（28人；70.0%）为女性，其中34人（85.0%）是研究生。他们中的大多数人（24人；60.0%）在该机构工作了10年以上。据观察，80.0%的受访者在其职业生涯中的某个时候向学生提供过反馈。提供反馈的主要障碍包括缺乏课程指南、担心学生的情感反应、临床和行政工作负担以及学生和教师双方都缺乏感知到的需求。对反馈接收的学生层面因素进行的DESTEP分析显示了机构伦理和文化、所采用的反馈模式以及学习者行为、动机和教师属性的影响。
该研究阐明了提供和接收反馈的指导者和被指导者层面的影响因素。需要有效的师生伙伴关系以及最佳技能组合，以认识到提供和寻求反馈的需求、机会和过程。将重点从反馈给予转向积极寻求反馈将是朝着创建有效和实用的反馈系统迈出的一步。
