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'I.

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.

Authors

No affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info available

Pub Type(s)

Journal Article

Language

eng

PubMed ID

31405450

Citation

Denny, Bianca, et al. "'I." Australian Journal of Primary Health, 2019.
Denny B, Brown J, Kirby C, et al. 'I. Aust J Prim Health. 2019.
Denny, B., Brown, J., Kirby, C., Garth, B., Chesters, J., & Nestel, D. (2019). 'I. Australian Journal of Primary Health, doi:10.1071/PY19037.
Denny B, et al. 'I. Aust J Prim Health. 2019 Aug 13; PubMed PMID: 31405450.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - 'I. AU - Denny,Bianca, AU - Brown,James, AU - Kirby,Catherine, AU - Garth,Belinda, AU - Chesters,Janice, AU - Nestel,Debra, Y1 - 2019/08/13/ PY - 2019/02/06/received PY - 2019/05/19/accepted PY - 2019/8/14/entrez JF - Australian journal of primary health JO - Aust J Prim Health N2 - 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. SN - 1836-7399 UR - https://www.unboundmedicine.com/medline/citation/31405450/'I DB - PRIME DP - Unbound Medicine ER -