‘I’m never going to change unless someone tells me I need to’: fostering feedback dialogue between general practice supervisors and registrars
Bianca Denny A C , James Brown A , Catherine Kirby A , Belinda Garth A , Janice Chesters A and Debra Nestel BA EV GP Training (EVGPT), Suite B2, 50 Northways Road, Churchill, Vic. 3842, Australia.
B Monash Institute for Health and Clinical Education, Faculty of Medicine, Nursing and Health Sciences, Monash University, 27 Rainforest Walk, Clayton, Vic. 3168, Australia.
C Corresponding author. Email: bianca_denny@me.com
Australian Journal of Primary Health 25(4) 374-379 https://doi.org/10.1071/PY19037
Submitted: 6 February 2019 Accepted: 19 May 2019 Published: 13 August 2019
Abstract
Feedback is often unidirectional and focused on learners receiving feedback. Learning relationships are viewed as influential to promoting feedback dialogue. The aim of this study was to explore factors that facilitate or impede feedback between general practice supervisors and registrars. An in-depth qualitative study was conducted. Data collection featured semistructured interviews with registrars (n = 9) and supervisors (n = 5). Interviews were audio recorded and analysed interpretatively. Feedback was affected by personal (i.e. resilience, humility), relational (i.e. strength of supervisory relationship, power differentials) and contextual (i.e. culture) factors. Registrars are not accustomed to providing feedback and supervisors do not typically request feedback. Past feedback experiences affect registrar engagement in feedback exchanges. A culture of feedback dialogue within training organisations and training practices is essential. Power imbalance needs to be addressed, particularly for feedback by registrars. Strategies to develop feedback skills and promote an open feedback culture are essential.
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