Accepted for/Published in: JMIR Research Protocols
Date Submitted: Aug 11, 2021
Date Accepted: May 12, 2022
Date Submitted to PubMed: May 18, 2022
A Novel Combined Student and Preceptor Professional Development Session for Optimizing Feedback: Protocol for a Multi-Methods Multisite and Multiyear Intervention
ABSTRACT
Background:
Background:
Providing feedback to medical learners is a critical educational activity. Despite the recognition of its importance, most research has focused on training preceptors to give feedback, which neglects the feedback receiving role of learners. Delivering a combined professional development session for both preceptors and students may facilitate more effective feedback communication and improve both the quality and quantity of feedback.
Objective:
The objective of this research project is to examine the impact of a relational feedback intervention on both preceptors and students during a Longitudinal Integrated Clerkship (LIC).
Methods:
Students and preceptors will attend a 2.5-hour combined professional development session where they will be provided with educational tools to give and receive feedback within a coaching relationship, and practice feedback giving and receiving skills together. Before the combined professional development session, students will be asked to participate in a 1-hour preparation session providing orientation on their role in receiving feedback and participation in the combined professional development session. Students and preceptors will be asked to complete a pre-combined professional development session survey and immediate post-combined professional development session survey. Preceptors will be asked to complete a follow-up assessment survey; and students will be asked to participate in a follow-up student-only focus group. Anonymized clinical faculty teaching evaluations and LIC program evaluations will also be used to assess the impact of the intervention.
Results:
As of March 1st, 2022, 66 preceptors and 29 students have completed baseline and follow-up measures. Data collection is expected to conclude in December 2023.
Conclusions:
Conclusions:
This study is designed to contribute to the literature on the feedback process between preceptors and students within the clinical setting. Including both the preceptor and student in the same session will improve on the work in this area as the student and preceptor can further develop their relationship and co-construct feedback conversations. We will use social learning theory to interpret the results of this study which will help explain the results and potentially make the work generalizable to other fields. Clinical Trial: NA
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