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Instructiveness of feedback during clerkships: influence of supervisor, observation and student initiative.

机译：办事期间反馈的指导性：上司，观察员和学生主动性的影响。

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BACKGROUND: Several authors assume that the supervisor's role, observation of behaviour and students' active participation are important factors in the instructiveness of feedback. AIM: This study aims to provide empirical evidence for these expectations. METHODS: For two weeks, 142 clerks from eight hospitals recorded for each individual feedback event: who provided the feedback, whether the feedback was based on observation of behaviour, who initiated the feedback moment and the perceived instructiveness of the feedback. Data were analysed with multilevel techniques. RESULTS: The perceived instructiveness of feedback provided by specialists and residents did not differ significantly. However, both were perceived to be more instructive than feedback from nursing and paramedical staff (beta(specialists) = 0.862, p < 0.01; beta(residents) = 0.853, p < 0.01). Feedback on behaviour that had been directly observed was reported to be more instructive than feedback on behaviour that had not been observed (beta(observed) = 0.314, p < 0.001). Feedback which stemmed from student initiative or a joint initiative was experienced to be more instructive than feedback which ensued from the supervisor's initiative (beta(student) = 0.441, p < 0.01; beta(joint) = 0.392, p < 0.01). CONCLUSIONS: The expectations concerning the influence of observation and student initiative on the instructiveness of feedback were confirmed in this empirical study. Expected differences in instructiveness between feedback from specialists and residents were not confirmed.
机译：背景：一些作者认为，主管的角色，行为观察和学生的积极参与是影响反馈的重要因素。目的：本研究旨在为这些期望提供经验证据。方法：为期两周，来自八家医院的142名职员记录了每个单独的反馈事件：谁提供反馈，反馈是否基于对行为的观察，谁启动了反馈时刻以及反馈的感知指导性。使用多级技术分析数据。结果：专家和居民提供的反馈的感知指导性没有显着差异。但是，与护理人员和护理人员的反馈相比，这两种方法都更具指导意义（beta（专家）= 0.862，p <0.01; beta（居民）= 0.853，p <0.01）。据报告，对直接观察到的行为的反馈比对未观察到的行为的反馈更具指导意义（β（观察值）= 0.314，p <0.001）。来自学生主动性或联合主动性的反馈比监督者主动性产生的反馈更具启发性（β（学生）= 0.441，p <0.01;β（联合）= 0.392，p <0.01）。结论：本项实证研究证实了有关观察和学生主动性对反馈指导性影响的期望。专家和居民反馈之间的预期指导性差异未得到确认。

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