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.
- Formative feedback
- Interprofessional relations
- Patient care team
- Patient simulation