Facilitated Reflective Performance Feedback: Developing an Evidence- and Theory-Based Model That Builds Relationship, Explores Reactions and Content, and Coaches for Performance Change (R2C2)

被引:209
作者
Sargeant, Joan [1 ]
Lockyer, Jocelyn [2 ,3 ]
Mann, Karen [1 ,4 ]
Holmboe, Eric [5 ,6 ,7 ]
Silver, Ivan [8 ,9 ]
Armson, Heather [10 ]
Driessen, Erik [11 ]
MacLeod, Tanya [12 ]
Yen, Wendy [13 ]
Ross, Kathryn [14 ]
Power, Mary [15 ]
机构
[1] Dalhousie Univ, Div Med Educ, Fac Med, Halifax, NS B3H 4H7, Canada
[2] Univ Calgary, Fac Med, Dept Community Hlth Sci, Calgary, AB, Canada
[3] Univ Calgary, Fac Med, Educ, Calgary, AB, Canada
[4] Univ Manchester, Med Educ, Manchester Med Sch, Manchester, Lancs, England
[5] Accreditat Council Grad Med Educ, Milestones Dev & Evaluat, Chicago, IL USA
[6] Yale Univ, Med, New Haven, CT USA
[7] Uniformed Serv Univ Hlth Sci, Bethesda, MD 20814 USA
[8] Univ Toronto, Fac Med, Ctr Addict & Mental Hlth, Educ, Toronto, ON, Canada
[9] Univ Toronto, Fac Med, Dept Psychiat, Toronto, ON M5S 1A1, Canada
[10] Univ Calgary, Dept Family Med, Calgary, AB, Canada
[11] Maastricht Univ, Fac Hlth Med & Life Sci, Dept Educ Res & Dev, Maastricht, Netherlands
[12] Dalhousie Univ, Fac Med, Halifax, NS B3H 4H7, Canada
[13] Coll Phys & Surg Ontario, Res & Evaluat Dept, Toronto, ON, Canada
[14] Amer Board Internal Med, Dept Evaluat Res & Dev, Philadelphia, PA USA
[15] Coll Phys & Surg Nova Scotia, Nova Scotia Phys Achievement Review Program, Halifax, NS, Canada
关键词
MULTISOURCE FEEDBACK; SELF-ASSESSMENT; EDUCATION; OUTCOMES; INTERVENTIONS; ASSESSMENTS; COMPETENCE; VALIDATION; RESIDENTS; BEHAVIOR;
D O I
10.1097/ACM.0000000000000809
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Purpose 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. Method To develop the feedback model (2011-2013), the authors drew on earlier research which highlights not only the factors that influence giving, receiving, accepting, and using feedback but also the theoretical perspectives which enable the understanding of these influences. The authors undertook an iterative, multistage, qualitative study guided by two recognized research frameworks: the UK Medical Research Council guidelines for studying complex interventions and realist evaluation. Using these frameworks, they conducted the research in four stages: (1) modeling, (2) facilitator preparation, (3) model feasibility testing, and (4) model refinement. They analyzed data, using content and thematic analysis, and used the findings from each stage to inform the subsequent stage. Results Findings support the facilitated feedback model, its four phasesbuild relationship, explore reactions, explore content, coach for performance change (R2C2)and the theoretical perspectives informing them. The findings contribute to understanding elements that enhance recipients' engagement with, acceptance of, and productive use of feedback. Facilitators reported that the model made sense and the phases generally flowed logically. Recipients reported that the feedback process was helpful and that they appreciated the reflection stimulated by the model and the coaching. Conclusions 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.
引用
收藏
页码:1698 / 1706
页数:9
相关论文
共 44 条
[1]  
Archer J, 2013, OXFORD TXB MED ED, P564
[2]   State of the science in health professional education: effective feedback [J].
Archer, Julian C. .
MEDICAL EDUCATION, 2010, 44 (01) :101-108
[3]  
Boud David, 1985, REFLECTION TURNING E, P19
[4]   360° feedback:: Accuracy, reactions, and perceptions of usefulness [J].
Brett, JF ;
Atwater, LE .
JOURNAL OF APPLIED PSYCHOLOGY, 2001, 86 (05) :930-942
[5]   Validation of the theoretical domains framework for use in behaviour change and implementation research [J].
Cane, James ;
O'Connor, Denise ;
Michie, Susan .
IMPLEMENTATION SCIENCE, 2012, 7
[6]   Developing and evaluating complex interventions: The new Medical Research Council guidance [J].
Craig, Peter ;
Dieppe, Paul ;
Macintyre, Sally ;
Michie, Susan ;
Nazareth, Irwin ;
Petticrew, Mark .
INTERNATIONAL JOURNAL OF NURSING STUDIES, 2013, 50 (05) :587-592
[7]   Encouraging residents to seek feedback [J].
Delva, Dianne ;
Sargeant, Joan ;
Miller, Stephen ;
Holland, Joanna ;
Brown, Peggy Alexiadis ;
Leblanc, Constance ;
Lightfoot, Kathryn ;
Mann, Karen .
MEDICAL TEACHER, 2013, 35 (12) :E1625-E1631
[8]   Feedback effectiveness: Can 360-degree appraisals be improved? [J].
DeNisi, AS ;
Kluger, AN .
ACADEMY OF MANAGEMENT EXECUTIVE, 2000, 14 (01) :129-139
[9]  
Driessen E., 2011, Medical education: theory and practice, P211
[10]   I'll never play professional football and other fallacies of self-assessment [J].
Eva, Kevin W. ;
Regehr, Glenn .
JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, 2008, 28 (01) :14-19