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Exploratory study of the characteristics of feedback in the reflective dialogue group given to medical students in a clinical clerkship

机译：探索性对话小组中对临床业务的医学生给予反馈的反馈特征的探索性研究

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Purpose : Structured narrative reflective writing combined with guided feedback is an efficient teaching method for enhancing medical students’ reflective capacity. However, what kinds of feedback offered and reflection presented in a reflective group remain unclear. The aim of this study was to investigate the characteristics of feedback in a reflective dialogue group.Methods : Fifth-year medical students on a monthly interval rotation at the pediatric department of a medical center in eastern Taiwan during the 2012 academic year completed their reflective writing regarding patient and family psychosocial issues, and were subsequently debriefed in a 2-h group discussion session to receive feedback from a clinical tutor and peers. Content analysis was conducted to explore the characteristics of feedback and reflection presented in the reflective dialogue. The evaluative questionnaire regarding the benefits of reflection with others was administrated following the group session.Results : Forty students participated in five reflective groups and 108 psychosocial issues were discussed and identified. The tutor played an initiating role in the group discussion by providing six equal feedback types involving exploring new knowledge, initiating advanced discussion, highlighting the issues, and encouraging the students. The students provided eight types of feedback that involved a substantial deep discussion on psychosocial issues and action plans based on the complex interactive ecological network of clinical encounters. Each student attained 1.25 times the depth or breadth of reflection after receiving feedback and experienced the benefits of reflection with others.Conclusion : Through structured narrative reflective writing combined with pluralistic group discussion with a tutor and peers, the medical students had time to think deeply and broadly about psychosocial issues among patients and their family members. Facilitative feedback providing new knowledge, deeper discussion, and exploring new ways of action planning for psychosocial issues was recommended to promote students’ reflective capacity.
机译：目的：结构化的叙事反思性写作与指导性反馈相结合是提高医学生反思能力的一种有效教学方法。但是，尚不清楚提供什么样的反馈和在一个反思小组中进行反思。本研究的目的是调查一个反思性对话小组中反馈的特征。方法：2012年学年完成的五年级医学生在台湾东部医疗中心儿科的每月间隔轮换完成他们关于患者和家庭心理问题的反思性写作，随后在2小时的小组讨论中进行了汇报，以从临床导师和同伴那里获得反馈。进行了内容分析，以探讨反思对话中呈现的反馈和反思的特征。在小组会议之后，进行了关于反思的好处的评估问卷。结果：40个学生参加了五个反思小组，讨论并确定了108个社会心理问题。导师通过提供六种平等的反馈类型来在小组讨论中发挥积极作用，这些反馈类型包括探索新知识，发起高级讨论，突出问题并鼓励学生。学生提供了八种类型的反馈，这些反馈基于复杂的临床互动互动生态网络，对心理社会问题和行动计划进行了深入的讨论。每个学生在收到反馈后达到反射的深度或广度的1.25倍，并体验了与他人进行反射的好处。结论：通过结构化的叙事性写作以及与导师和同伴的多元小组讨论，医学生有时间对患者及其家人的心理社会问题进行深入而广泛的思考。建议提供促进性反馈，以提供新知识，更深入的讨论并探索针对社会心理问题的行动计划的新方法，以提高学生的反思能力。

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