Abstract
Background: Interprofessional competencies state that health professional students should be prepared to provide and receive interprofessional feedback.
Purpose: To examine the content of interprofessional feedback among health professional students and their perceptions of giving and receiving such feedback.
Methods: We conducted a mixed methods prospective study among health professional students who gave each other feedback after an interprofessional exercise. We rated this feedback for content and specificity and clarified findings with 5 focus groups.
Results: Most of the 1520 feedback comments examined contained confirming statements; constructive and corrective statements were uncommon. Feedback on interviewing skills was more specific and constructive than feedback on teamwork skills (P < .0001). Qualitative analysis uncovered a variety of barriers students experience in feedback delivery.
Conclusions: Students in our study tended to avoid constructive and corrective comments when delivering interprofessional feedback, especially when addressing teamwork skills. Understanding the multifactorial causes for this can guide educational strategies.
| Original language | English |
|---|---|
| Pages (from-to) | 37-43 |
| Number of pages | 7 |
| Journal | Journal of Interprofessional Education & Practice |
| Volume | 5 |
| DOIs | |
| Publication status | Published - 1 Dec 2016 |
| Externally published | Yes |
Keywords
- Formative feedback
- Interprofessional relations
- Patient care team
- Patient simulation