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

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Abstract

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.

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Author information

Authors and Affiliations

  1. Island Medical Program, Department of Internal Medicine, Faculty of Medicine, University of British Columbia, Victoria, BC, Canada

    Laura Farrell

  2. Centre for Health Education Scholarship and Department of General Gynaecology and Obstetrics, Faculty of Medicine, University of British Columbia, Vancouver, BC, Canada

    Gisele Bourgeois-Law

  3. Centre for Research in Assessment and Digital Learning, Deakin University, Victoria, Australia

    Rola Ajjawi

  4. Centre for Health Education Scholarship and Department of Surgery, Faculty of Medicine, University of British Columbia, Vancouver, BC, Canada

    Glenn Regehr

Authors
  1. Laura Farrell
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  2. Gisele Bourgeois-Law
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  3. Rola Ajjawi
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  4. Glenn Regehr
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Corresponding author

Correspondence to Laura Farrell.

Appendix: Reflection template

Appendix: Reflection template

Date of encounter:

Date of reflection:

Learner level:

Encounter number:

Where was feedback given:

Description of experience:

What happened?

What contributed to the experience?

What background factors influenced the experience?

What are the key issues for reflection in this experience?

Reflection:

What was I trying to achieve?

Why did I intervene the way I did?

What were the consequences of the action for myself? For the learner?

How did I feel about the experience as it was happening?

How did the learner feel?

How did I know what the learner felt?

Influencing factors:

What internal factors influenced my decision making?

What external factors influenced my decision making?

Outcomes:

Action plan:

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Farrell, L., Bourgeois-Law, G., Ajjawi, R. et al. An autoethnographic exploration of the use of goal oriented feedback to enhance brief clinical teaching encounters. Adv in Health Sci Educ 22, 91–104 (2017). https://doi.org/10.1007/s10459-016-9686-5

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  • DOI: https://doi.org/10.1007/s10459-016-9686-5

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