Authors
- Kevin Desmarais
- Sudha Koppula
Institution
- University of Alberta - Family Medicine - Edmonton - Canada
Timely, regular feedback to learners from clinical teachers is beneficial.
Could regular feedback from learners to teachers also be of benefit? Potentially yes!
- Teachers could receive immediate feedback on teaching practices and strategies
- Could promote reciprocity of feedback (may benefit learner-teacher relationship)
- Teachers could incorporate feedback into reflective exercises or teaching portfolios.
Over one year, postgraduate learners provided feedback to their clinical teachers.
- documented on fieldnotes (a formative feedback method in the training program)
- content and themes recorded on fieldnotes analyzed by qualitative textual analysis
- asked learners and teachers for their experience
Feedback received from learners to teachers addressed key educational concepts:
- direct observation
- teaching specific skills
- role-modelling
Learners:
Appreciated opportunity to provide immediate feedback about learning needs
Teachers:
Interested in feedback - could tailor learning needs to individual learners
Interested in the potential such documented feedback could have for reflective purposes
Formative feedback strategies can be used to provide feedback from learners to teachers
Benefits for both learners and teachers:
- encourages dialogue about the learning experience
- potential to enhance the learner-preceptor relationship
- teachers regularly receive feedback
Learner feedback to clinical teachers using fieldnotes has potential for enhancing the learning experience, for both learners and teachers
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