Somm Irene, Hajart Marco, Fehr Folkert, Weiß-Becker Christoph
Netzwerk Handlungsforschung und Praxisberatung, Cologne, Germany.
Gemeinschaftspraxis für Kinder- und Jugendmedizin, Sinsheim an der Elsenz, Germany.
GMS J Med Educ. 2024 Nov 15;41(5):Doc55. doi: 10.3205/zma001710. eCollection 2024.
Both teachers and learners had clear reservations in the beginning about the usefulness and benefits of supervision and feedback, which were to be implemented as a teaching method in the competency-based, post-graduate curriculum in general ambulatory pediatrics, known as PaedCompenda (www.paedcompenda.de). This paper investigates the different perceptions of the physicians undergoing specialist training () and elucidates these differences.
The following data were collected as part of the research on the three-year-long implementation (2019-2023):1) Four focus group discussions (N=28) with physician trainees who had no experience in primary care pediatrics or with the post-graduate curriculum;2) Problem-oriented interviews, one at the beginning and again at the end, with physician trainees (N=28) undergoing specialist training at 19 participating medical practices belonging to two post-graduate education networks;3) Videos of patient consultations with the physician trainees (N=23);4) Videos of feedback conferences regarding the videotaped patient consultations (N=7).This data was evaluated using reconstructive grounded theory.
A distinctly more positive perception of the benefits of supervision and feedback as a teaching and learning method was seen in the physicians who received specialist training at the practices following the PaedCompenda curriculum. In regard to method, it is crucial that the educational setting can be experienced as a learning opportunity. Playing a central role in this is constructive and conducive feedback (a. dysfunctional routines, b. underlying lack of confidence, and c. overlooked problems).
This paper shows the opportunities of an institutionalized form of supervision and feedback as part of a competency-based, post-graduate curriculum while also making it clear that implementation is challenging. Furthermore, the medical specialists who serve as trainers need to be specifically trained to know which approaches promote learning effectively.
在以能力为基础的普通门诊儿科研究生课程（称为PaedCompenda，网址为www.paedcompenda.de）中，监督和反馈作为一种教学方法实施之初，教师和学习者对其有用性和益处都明确持保留态度。本文调查了接受专科培训的医生的不同看法，并阐明了这些差异。
作为对为期三年的实施情况（2019 - 2023年）研究的一部分，收集了以下数据：1）与没有初级保健儿科经验或研究生课程经验的医生学员进行了四次焦点小组讨论（N = 28）；2）对来自两个研究生教育网络的19家参与医疗实践机构中接受专科培训的医生学员（N = 28），在开始时和结束时分别进行了问题导向访谈；3）与医生学员进行患者咨询的视频（N = 23）；4）关于录像患者咨询的反馈会议视频（N = 7）。使用重构性扎根理论对这些数据进行评估。
在按照PaedCompenda课程在实践机构接受专科培训的医生中，对监督和反馈作为一种教学方法的益处有明显更积极的看法。在方法方面，至关重要的是教育环境能被体验为一个学习机会。在这方面起核心作用的是建设性且有益的反馈（a. 功能失调的常规做法，b. 潜在的信心不足，以及c. 被忽视的问题）。
本文展示了作为基于能力的研究生课程一部分的制度化监督和反馈形式的机会，同时也明确指出实施具有挑战性。此外，担任培训师的医学专家需要接受专门培训，以了解哪些方法能有效促进学习。
