Beyond “great job”: feedback among students on interprofessional teams

Jennifer Mandal, Korana Avdagic, Maria Wamsley, Tina Brock, Sandrijn van Schaik

Research output: Contribution to journalArticleResearchpeer-review

3 Citations (Scopus)


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 languageEnglish
Pages (from-to)37-43
Number of pages7
JournalJournal of Interprofessional Education & Practice
Publication statusPublished - 1 Dec 2016
Externally publishedYes


  • Formative feedback
  • Interprofessional relations
  • Patient care team
  • Patient simulation

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