#KeyLIMEPodcast 105: Feedback & #MedEd

Jon presents a paper that looks beyond traditional feedback and provides a new model. Read on, and check out the podcast here (or on iTunes!)

KeyLIME Session 105 – Article under review:

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View/download the abstract here.

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Sargeant J, Lockyer J, Mann K, Holmboe E, Silver I, Armson H, Driessen E, MacLeod T, Yen W, Ross K, Power M. Facilitated Reflective Performance Feedback: Developing an Evidence- and Theory-Based Model That Builds Relationship, Explores Reactions and Content, and Coaches for Performance Change (R2C2). Academic Medicine. 2015 Jul; ePub ahead of print

Reviewer: Jonathan Sherbino




Learning cannot happen without feedback. Maybe that’s why it is so pervasive and consistent in the education literature. While we acknowledge its importance, teachers (and learners) are typically bad at providing it.  Why? Perhaps it is the deconstruction of a complex phenomenon into simplistic bits that make great mnemonics, but under-represent key elements.  Perhaps it is failed attention to the social psychology that grounds feedback.

This paper is ambitious.  It tackles feedback using multiple perspectives, to give a complex but highly practical model for Clinician Educators.

“To develop and conduct feasibility testing of an evidence-based and theory-informed model for facilitating performance feedback for physicians so as to enhance their acceptance and use of the feedback.”

Type of Paper
Research: Qualitative validation of an education framework

Key Outcomes
The R2C2 model includes:

  • Build rapport (explain purpose and appreciate context)
  • Explore reactions to the feedback
  • Explore understanding of the feedback content
  • Coach for performance change

Physicians must take ownership of their performance data and incorporate the information to improve future practice.

Delivery of information at each step of the model requires facilitated reflection, where a facilitator uses questions to guide a physician to receive, analyze and incorporate information into their practice.

The feasibility and generalizability of the model is not determined.  It required approximately 45 minutes to complete and was only tested by 8 physicians in 5 specialities.

Key Conclusions
The authors conclude…“The theory- and evidence-based reflective R2C2 Facilitated Feedback Model appears stable and helpful for physicians in facilitating their reflection on and use of formal performance assessment feedback”

Spare Keys – other take home points for clinician educators
This is an example of a truly global research collaboration with representation from Canada, the USA, the UK and the Netherlands.

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