The 'educational alliance' as a framework for reconceptualizing feedback in medical education

Telio, Summer, Ajjawi, Rola and Regehr, Glenn 2015, The 'educational alliance' as a framework for reconceptualizing feedback in medical education, Academic medicine, vol. 90, no. 5, pp. 609-614, doi: 10.1097/ACM.0000000000000560.

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Title The 'educational alliance' as a framework for reconceptualizing feedback in medical education
Author(s) Telio, Summer
Ajjawi, RolaORCID iD for Ajjawi, Rola orcid.org/0000-0003-0651-3870
Regehr, Glenn
Journal name Academic medicine
Volume number 90
Issue number 5
Start page 609
End page 614
Total pages 6
Publisher Lippincott Williams & Wilkins
Place of publication Hagerstown, Md.
Publication date 2015-05
ISSN 1938-808X
Summary Feedback has long been considered a vital component of training in the health professions. Nonetheless, it remains difficult to enact the feedback process effectively. In part, this may be because, historically, feedback has been framed in the medical education literature as a unidirectional content-delivery process with a focus on ensuring the learner's acceptance of the content. Thus, proposed solutions have been organized around mechanistic, educator-driven, and behavior-based best practices. Recently, some authors have begun to highlight the role of context and relationship in the feedback process, but no theoretical frameworks have yet been suggested for understanding or exploring this relational construction of feedback in medical education. The psychotherapeutic concept of the "therapeutic alliance" may be valuable in this regard.In this article, the authors propose that by reorganizing constructions of feedback around an "educational alliance" framework, medical educators may be able to develop a more meaningful understanding of the context-and, in particular, the relationship-in which feedback functions. Use of this framework may also help to reorient discussions of the feedback process from effective delivery and acceptance to negotiation in the environment of a supportive educational relationship.To explore and elaborate these issues and ideas, the authors review the medical education literature to excavate historical and evolving constructions of feedback in the field, review the origins of the therapeutic alliance and its demonstrated utility for psychotherapy practice, and consider implications regarding learners' perceptions of the supervisory relationship as a significant influence on feedback acceptance in medical education settings.
Language eng
DOI 10.1097/ACM.0000000000000560
Field of Research 130209 Medicine, Nursing and Health Curriculum and Pedagogy
130202 Curriculum and Pedagogy Theory and Development
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2015, Lippincott Williams & Wilkins
Persistent URL http://hdl.handle.net/10536/DRO/DU:30081249

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