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Evaluating postgraduate family medicine supervisor feedback in registrars’ learning portfolios
BACKGROUND: Postgraduate supervision forms a vital component of decentralised family medicine training. While the components of effective supervisory feedback have been explored in high-income countries, how this construct is delivered in resource-constrained low- to middle-income countries has not...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
AOSIS
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9772774/ https://www.ncbi.nlm.nih.gov/pubmed/36546494 http://dx.doi.org/10.4102/phcfm.v14i1.3744 |
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author | Erumeda, Neetha J. George, Ann Z. Jenkins, Louis S. |
author_facet | Erumeda, Neetha J. George, Ann Z. Jenkins, Louis S. |
author_sort | Erumeda, Neetha J. |
collection | PubMed |
description | BACKGROUND: Postgraduate supervision forms a vital component of decentralised family medicine training. While the components of effective supervisory feedback have been explored in high-income countries, how this construct is delivered in resource-constrained low- to middle-income countries has not been investigated adequately. AIM: This article evaluated supervisory feedback in family medicine registrars’ learning portfolios (LPs) as captured in their learning plans and mini-Clinical Evaluation Exercise (mini-CEX) forms and whether the training district or the year of training affected the nature of the feedback. SETTING: Registrars’ LPs from 2020 across five decentralised sites affiliated with the University of the Witwatersrand in South Africa were analysed. METHODS: Two modified tools were used to evaluate the quantity of the written feedback in 38 learning plans and 57 mini-CEX forms. Descriptive statistics, Fisher’s exact and Wilcoxon rank-sum tests were used for analysis. Content analysis was used to derive counts of areas of feedback. RESULTS: Most learning plans (61.2%) did not refer to registrars’ clinical knowledge or offer an improvement strategy (86.1%). The ‘extent of supervisors’ feedback’ was rated as ‘poor’ (63.2%), with only 14.0% rated as ‘good.’ The ‘some’ and ‘no’ feedback categories in the mini-CEX competencies (p < 0.001 to p = 0.014) and the ‘extent of supervisors’ feedback’ (p < 0.001) were significantly associated with training district. Feedback focused less on clinical reasoning and negotiation skills. CONCLUSION: Supervisors should provide specific and constructive narrative feedback and an action plan to improve registrars’ future performance. CONTRIBUTION: Supervisory feedback in postgraduate family medicine training needs overall improvement to develop skilled family physicians. |
format | Online Article Text |
id | pubmed-9772774 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | AOSIS |
record_format | MEDLINE/PubMed |
spelling | pubmed-97727742022-12-23 Evaluating postgraduate family medicine supervisor feedback in registrars’ learning portfolios Erumeda, Neetha J. George, Ann Z. Jenkins, Louis S. Afr J Prim Health Care Fam Med Original Research BACKGROUND: Postgraduate supervision forms a vital component of decentralised family medicine training. While the components of effective supervisory feedback have been explored in high-income countries, how this construct is delivered in resource-constrained low- to middle-income countries has not been investigated adequately. AIM: This article evaluated supervisory feedback in family medicine registrars’ learning portfolios (LPs) as captured in their learning plans and mini-Clinical Evaluation Exercise (mini-CEX) forms and whether the training district or the year of training affected the nature of the feedback. SETTING: Registrars’ LPs from 2020 across five decentralised sites affiliated with the University of the Witwatersrand in South Africa were analysed. METHODS: Two modified tools were used to evaluate the quantity of the written feedback in 38 learning plans and 57 mini-CEX forms. Descriptive statistics, Fisher’s exact and Wilcoxon rank-sum tests were used for analysis. Content analysis was used to derive counts of areas of feedback. RESULTS: Most learning plans (61.2%) did not refer to registrars’ clinical knowledge or offer an improvement strategy (86.1%). The ‘extent of supervisors’ feedback’ was rated as ‘poor’ (63.2%), with only 14.0% rated as ‘good.’ The ‘some’ and ‘no’ feedback categories in the mini-CEX competencies (p < 0.001 to p = 0.014) and the ‘extent of supervisors’ feedback’ (p < 0.001) were significantly associated with training district. Feedback focused less on clinical reasoning and negotiation skills. CONCLUSION: Supervisors should provide specific and constructive narrative feedback and an action plan to improve registrars’ future performance. CONTRIBUTION: Supervisory feedback in postgraduate family medicine training needs overall improvement to develop skilled family physicians. AOSIS 2022-12-20 /pmc/articles/PMC9772774/ /pubmed/36546494 http://dx.doi.org/10.4102/phcfm.v14i1.3744 Text en © 2022. The Authors https://creativecommons.org/licenses/by/4.0/Licensee: AOSIS. This work is licensed under the Creative Commons Attribution License. |
spellingShingle | Original Research Erumeda, Neetha J. George, Ann Z. Jenkins, Louis S. Evaluating postgraduate family medicine supervisor feedback in registrars’ learning portfolios |
title | Evaluating postgraduate family medicine supervisor feedback in registrars’ learning portfolios |
title_full | Evaluating postgraduate family medicine supervisor feedback in registrars’ learning portfolios |
title_fullStr | Evaluating postgraduate family medicine supervisor feedback in registrars’ learning portfolios |
title_full_unstemmed | Evaluating postgraduate family medicine supervisor feedback in registrars’ learning portfolios |
title_short | Evaluating postgraduate family medicine supervisor feedback in registrars’ learning portfolios |
title_sort | evaluating postgraduate family medicine supervisor feedback in registrars’ learning portfolios |
topic | Original Research |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9772774/ https://www.ncbi.nlm.nih.gov/pubmed/36546494 http://dx.doi.org/10.4102/phcfm.v14i1.3744 |
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