Residents’ and supervisors’ experiences when using a feedback-model in post-graduate medical education
(2022) In BMC Medical Education 22(1).- Abstract
Background: Supervisors play a key part as role models and supporting the learning during residents’ post-graduate medical education, but sometimes lack sufficient pedagogic training and are challenged by high demands in today’s healthcare. The aim of this study was to describe the strengths and areas for improvement identified in the supervision process by residents and supervisors in post-graduate medical education. Methods: This study included supervisors and residents working at departments and health centres who have used a web-based questionnaire, as a part of the Evaluation and Feedback For Effective Clinical Teaching (EFFECT) model, during the period 2016–2019. Descriptive statistics and content analysis were used to analyse... (More)
Background: Supervisors play a key part as role models and supporting the learning during residents’ post-graduate medical education, but sometimes lack sufficient pedagogic training and are challenged by high demands in today’s healthcare. The aim of this study was to describe the strengths and areas for improvement identified in the supervision process by residents and supervisors in post-graduate medical education. Methods: This study included supervisors and residents working at departments and health centres who have used a web-based questionnaire, as a part of the Evaluation and Feedback For Effective Clinical Teaching (EFFECT) model, during the period 2016–2019. Descriptive statistics and content analysis were used to analyse ratings and comments to describe strengths and areas for improvement in the supervision process. Results: The study included 287 resident evaluations of supervisors and 78 self-evaluations by supervisors. The supervisor as a role model, being available, and, giving personal support, were the three most important strengths identified by the residents and supervisors. Residents in primary care also identified the role modelling of general practice competence as a strength, whereas residents and supervisors in hospital departments addressed supervisors as energetic and showing work was fun. The area with the need of most improvement was, Giving and receiving feedback. Conclusions: To be able to give feedback, residents and supervisors, needed to see each other in work, and the learning environment had to offer time and space to pedagogical processes, like feedback, to improve the learning environment.
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- author
- Lägervik, Martin ; Thörne, Karin ; Fristedt, Sofi LU ; Henricson, Maria and Hedberg, Berith
- organization
- publishing date
- 2022-12
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Feedback, Feedback model, Learning environment, Post-graduate medical education (PGME), Resident, Supervision, Supervisor
- in
- BMC Medical Education
- volume
- 22
- issue
- 1
- article number
- 891
- publisher
- BioMed Central (BMC)
- external identifiers
-
- pmid:36564770
- scopus:85144637932
- ISSN
- 1472-6920
- DOI
- 10.1186/s12909-022-03969-5
- language
- English
- LU publication?
- yes
- id
- 4c8e1fda-eb9e-4f70-bf94-1795c74c19d9
- date added to LUP
- 2023-01-05 10:44:42
- date last changed
- 2024-04-18 17:37:44
@article{4c8e1fda-eb9e-4f70-bf94-1795c74c19d9,
abstract = {{<p>Background: Supervisors play a key part as role models and supporting the learning during residents’ post-graduate medical education, but sometimes lack sufficient pedagogic training and are challenged by high demands in today’s healthcare. The aim of this study was to describe the strengths and areas for improvement identified in the supervision process by residents and supervisors in post-graduate medical education. Methods: This study included supervisors and residents working at departments and health centres who have used a web-based questionnaire, as a part of the Evaluation and Feedback For Effective Clinical Teaching (EFFECT) model, during the period 2016–2019. Descriptive statistics and content analysis were used to analyse ratings and comments to describe strengths and areas for improvement in the supervision process. Results: The study included 287 resident evaluations of supervisors and 78 self-evaluations by supervisors. The supervisor as a role model, being available, and, giving personal support, were the three most important strengths identified by the residents and supervisors. Residents in primary care also identified the role modelling of general practice competence as a strength, whereas residents and supervisors in hospital departments addressed supervisors as energetic and showing work was fun. The area with the need of most improvement was, Giving and receiving feedback. Conclusions: To be able to give feedback, residents and supervisors, needed to see each other in work, and the learning environment had to offer time and space to pedagogical processes, like feedback, to improve the learning environment.</p>}},
author = {{Lägervik, Martin and Thörne, Karin and Fristedt, Sofi and Henricson, Maria and Hedberg, Berith}},
issn = {{1472-6920}},
keywords = {{Feedback; Feedback model; Learning environment; Post-graduate medical education (PGME); Resident; Supervision; Supervisor}},
language = {{eng}},
number = {{1}},
publisher = {{BioMed Central (BMC)}},
series = {{BMC Medical Education}},
title = {{Residents’ and supervisors’ experiences when using a feedback-model in post-graduate medical education}},
url = {{http://dx.doi.org/10.1186/s12909-022-03969-5}},
doi = {{10.1186/s12909-022-03969-5}},
volume = {{22}},
year = {{2022}},
}