当从书面反馈转向口头互动反馈时，近龄督导者如何体验其在督导角色中的自身发展：一项定性访谈研究。
How near-peer supervisors experience their own development in the supervisor role when shifting from written to oral interactive feedback: a qualitative interview study.
作者信息
Flankegård Anna Victoria, Knutsen Julie Solberg, Valestrand Eivind Alexander, Eliassen Knut Eirik Ringheim
机构信息
Section for General Practice, Department of Global Public Health and Primary Care, University of Bergen, Bergen, Norway.
Akershus University Hospital, Lørenskog, Norway.
出版信息
BMC Med Educ. 2025 Aug 16;25(1):1168. doi: 10.1186/s12909-025-07798-0.
BACKGROUND
Oral interactive feedback has been shown to help students learn more compared to written feedback. However, less is known of what student supervisors gain from engaging in feedback with peers or near peers. This study explored near-peer supervisors' experiences of development in their role as supervisors when shifting from one-way written feedback to oral interactive feedback.
METHODS
We conducted a qualitative interview study with 10 medical student supervisors from an introductory course in person-centred medicine. In focus groups, they reflected upon how they experienced the difference between providing written and oral interactive feedback, and what impact it had on them. Analysis was conducted with systematic text condensation, a method for thematic cross-case analysis.
RESULTS
The supervisors reported that oral interactive feedback contributed to their development in various aspects of their supervisor role. Through feedback dialogues with students, they gained confidence and experienced both professional and personal growth. They also learned to adapt the feedback methods to different purposes. Additionally, they found their supervisor experiences relevant to meeting patients as physicians, describing improvement in communication skills, leadership and the ability to establish professional relationships, as well as acquiring new insights into their future role as physicians.
CONCLUSIONS
Institutions should recognise a potential reciprocal gain for both parts in a feedback process and consider facilitating oral interactive feedback more frequently, not least in education encouraging students to reflect upon own experiences and emotions. Providing oral interactive feedback can be a powerful learning opportunity. Student supervisors should be encouraged to explore the close connection between their role as supervisors and their future role as physicians.
背景
与书面反馈相比，口头互动反馈已被证明有助于学生更好地学习。然而，对于学生督导员通过与同龄人或准同龄人进行反馈能获得什么，我们了解得较少。本研究探讨了准同龄人督导员在从单向书面反馈转向口头互动反馈时，作为督导员角色发展的经历。
方法
我们对10名来自以患者为中心医学入门课程的医学生督导员进行了定性访谈研究。在焦点小组中，他们反思了提供书面反馈和口头互动反馈的差异，以及这对他们产生了什么影响。采用系统文本浓缩法进行分析，这是一种主题跨案例分析方法。
结果
督导员报告称，口头互动反馈有助于他们在督导员角色的各个方面得到发展。通过与学生的反馈对话，他们获得了信心，并经历了专业和个人成长。他们还学会了根据不同目的调整反馈方法。此外，他们发现自己的督导经历与作为医生接待患者相关，描述了沟通技巧、领导力以及建立专业关系能力的提高，以及对未来医生角色有了新的认识。
结论
院校应认识到反馈过程中双方可能存在的互惠收益，并考虑更频繁地促进口头互动反馈，尤其是在鼓励学生反思自身经历和情感的教育中。提供口头互动反馈可以是一个强大的学习机会。应鼓励学生督导员探索他们作为督导员的角色与未来医生角色之间的紧密联系。
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