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Residents’ and supervisors’ experiences when using a feedback-model in post-graduate medical education
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 are...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
BioMed Central
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9789576/ https://www.ncbi.nlm.nih.gov/pubmed/36564770 http://dx.doi.org/10.1186/s12909-022-03969-5 |
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author | Lägervik, Martin Thörne, Karin Fristedt, Sofi Henricson, Maria Hedberg, Berith |
author_facet | Lägervik, Martin Thörne, Karin Fristedt, Sofi Henricson, Maria Hedberg, Berith |
author_sort | Lägervik, Martin |
collection | PubMed |
description | 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. |
format | Online Article Text |
id | pubmed-9789576 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-97895762022-12-25 Residents’ and supervisors’ experiences when using a feedback-model in post-graduate medical education Lägervik, Martin Thörne, Karin Fristedt, Sofi Henricson, Maria Hedberg, Berith BMC Med Educ Research 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. BioMed Central 2022-12-23 /pmc/articles/PMC9789576/ /pubmed/36564770 http://dx.doi.org/10.1186/s12909-022-03969-5 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data. |
spellingShingle | Research Lägervik, Martin Thörne, Karin Fristedt, Sofi Henricson, Maria Hedberg, Berith Residents’ and supervisors’ experiences when using a feedback-model in post-graduate medical education |
title | Residents’ and supervisors’ experiences when using a feedback-model in post-graduate medical education |
title_full | Residents’ and supervisors’ experiences when using a feedback-model in post-graduate medical education |
title_fullStr | Residents’ and supervisors’ experiences when using a feedback-model in post-graduate medical education |
title_full_unstemmed | Residents’ and supervisors’ experiences when using a feedback-model in post-graduate medical education |
title_short | Residents’ and supervisors’ experiences when using a feedback-model in post-graduate medical education |
title_sort | residents’ and supervisors’ experiences when using a feedback-model in post-graduate medical education |
topic | Research |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9789576/ https://www.ncbi.nlm.nih.gov/pubmed/36564770 http://dx.doi.org/10.1186/s12909-022-03969-5 |
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