Cargando…

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...

Descripción completa

Detalles Bibliográficos
Autores principales: Erumeda, Neetha J., George, Ann Z., Jenkins, Louis S.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: AOSIS 2022
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
_version_ 1784855054232059904
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
work_keys_str_mv AT erumedaneethaj evaluatingpostgraduatefamilymedicinesupervisorfeedbackinregistrarslearningportfolios
AT georgeannz evaluatingpostgraduatefamilymedicinesupervisorfeedbackinregistrarslearningportfolios
AT jenkinslouiss evaluatingpostgraduatefamilymedicinesupervisorfeedbackinregistrarslearningportfolios