'I'm never going to change unless someone tells me I need to': Fostering feedback dialogue between general practice supervisors and registrars

Bianca Denny, James Brown, Catherine Kirby, Belinda Garth, Janice Chesters, Debra Nestel

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Feedback is often unidirectional and focused on learners receiving feedback. Learning relationships are viewed as influential to promoting feedback dialogue. The aim of this study was to explore factors that facilitate or impede feedback between general practice supervisors and registrars. An in-depth qualitative study was conducted. Data collection featured semistructured interviews with registrars (n = 9) and supervisors (n = 5). Interviews were audio recorded and analysed interpretatively. Feedback was affected by personal (i.e. resilience, humility), relational (i.e. strength of supervisory relationship, power differentials) and contextual (i.e. culture) factors. Registrars are not accustomed to providing feedback and supervisors do not typically request feedback. Past feedback experiences affect registrar engagement in feedback exchanges. A culture of feedback dialogue within training organisations and training practices is essential. Power imbalance needs to be addressed, particularly for feedback by registrars. Strategies to develop feedback skills and promote an open feedback culture are essential.

Original languageEnglish
Pages (from-to)374-379
Number of pages6
JournalAustralian Journal of Primary Health
Volume25
Issue number4
DOIs
Publication statusPublished - 13 Aug 2019

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