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An autoethnographic exploration of the use of goal oriented feedback to enhance brief clinical teaching encounters

Farrell, Laura, Bourgeois-Law, Gisele, Ajjawi, Rola and Regehr, Glenn 2017, An autoethnographic exploration of the use of goal oriented feedback to enhance brief clinical teaching encounters, Advances in health sciences education, vol. 22, no. 1, pp. 91-104, doi: 10.1007/s10459-016-9686-5.

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Title An autoethnographic exploration of the use of goal oriented feedback to enhance brief clinical teaching encounters
Author(s) Farrell, Laura
Bourgeois-Law, Gisele
Ajjawi, Rola
Regehr, Glenn
Journal name Advances in health sciences education
Volume number 22
Issue number 1
Start page 91
End page 104
Total pages 12
Publisher Springer
Place of publication Amsterdam, The Netherlands
Publication date 2017-03
ISSN 1573-1677
Keyword(s) Ambulatory clinics
Autoethnography
Brief clinical encounters
Clinical teaching
Feedback
Summary Supervision in the outpatient context is increasingly in the form of single day interactions between students and preceptors. This creates difficulties for effective feedback, which often depends on a strong relationship of trust between preceptor and student. Building on feedback theories focusing on the relational and dialogic aspects of feedback, this study explored the use of goal-oriented feedback in brief encounters with learners. This study used autoethnography to explore one preceptor's feedback interactions over an eight-month period both in the ambulatory setting and on the wards. Data included written narrative reflections on feedback interactions with twenty-three learners informed by discussions with colleagues and repeated reading of feedback literature. Thematic and narrative analyses of data were performed iteratively. Data analysis emphasized four recurrent themes. (1) Goal discussions were most effective when initiated early and integrated throughout the learning experience. (2) Both learner and preceptor goals were multiple and varied, and feedback needed to reflect this complexity. (3) Negotiation or co-construction of goals was important when considering the focus of feedback discussions in order to create safer, more effective interactions. (4) Goal oriented interactions offer potential benefits to the learner and preceptor. Goal oriented feedback promotes dialogue as it requires both preceptor and learner to acknowledge and negotiate learning goals throughout their interaction. In doing so, feedback becomes an explicit component of the preceptor-learner relationship. This enhances feedback interactions even in relatively brief encounters, and may begin an early educational alliance that can be elaborated with longer interactions.
Language eng
DOI 10.1007/s10459-016-9686-5
Field of Research 130202 Curriculum and Pedagogy Theory and Development
130209 Medicine, Nursing and Health Curriculum and Pedagogy
1302 Curriculum And Pedagogy
Socio Economic Objective 930102 Learner and Learning Processes
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2016, Springer Science+Business Media Dordrecht
Persistent URL http://hdl.handle.net/10536/DRO/DU:30083732

Document type: Journal Article
Collection: Centre for Research in Assessment and Digital Learning (CRADLE)
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