Medical Students' General Beliefs and Specific Perceptions about Patient Feedback Before and after Training in a Clinical Context.

IF 5.4 3区 材料科学 Q2 CHEMISTRY, PHYSICAL
ACS Applied Energy Materials Pub Date : 2024-05-08 eCollection Date: 2024-01-01 DOI:10.5334/pme.1261
M Charlotte L Eijkelboom, Renske A M de Kleijn, Joost Frenkel, Marieke F van der Schaaf
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Abstract

Introduction: Despite its high potential, patient feedback does not always result in learning. For feedback to be effective students must engage with it, which partly depends on their perceptions of feedback. To better understand student engagement with patient feedback in a clinical context, this study explored the following research questions: 1) What are medical students' general beliefs about patient feedback and what are their specific perceptions of feedback messages? 2) What is the difference between these general beliefs and feedback message perceptions before and after patient feedback training?

Methods: The study context was a 12-week clerkship combining Pediatrics and Gynecology, which included feedback training for students and asking for patient feedback. Ninety 4th-year medical students completed pre- and post-clerkship questionnaires. The questionnaires (Beliefs about Patient Feedback Questionnaire, Feedback Perception Questionnaire) were adapted from validated peer-feedback questionnaires. Questionnaires were quantitatively analyzed.

Results: Both pre- and post-clerkship, students had positive general beliefs about patient feedback and positive perceptions of the feedback messages they received. However, paired t-tests showed that students' general beliefs and feedback message perceptions became less positive after feedback training and experience.

Discussion: Patient feedback is not an easy means to learn and students do not become feedback literate in terms of patient feedback overnight. We suggest that future researchers further explore reasons for the decline in positive perceptions of patient feedback. We suggest implementing longitudinal feedback training in medical curricula, where students are guided and supported in the complex task of learning from patients through feedback.

医科学生在临床培训前后对患者反馈的一般信念和具体看法。
导言:尽管患者反馈具有很大的潜力,但它并不总是能带来学习效果。要使反馈有效,学生必须参与其中,而这在一定程度上取决于他们对反馈的看法。为了更好地了解临床环境中学生对患者反馈的参与情况,本研究探讨了以下研究问题:1) 医学生对患者反馈的一般看法是什么,他们对反馈信息的具体看法是什么?2)在患者反馈培训前后,这些一般观念和对反馈信息的看法有何不同?研究背景是为期 12 周的儿科和妇科实习,其中包括对学生进行反馈培训和征求患者反馈意见。90 名四年级医学生填写了实习前后的问卷。问卷(患者反馈信念问卷、反馈感知问卷)改编自经过验证的同伴反馈问卷。对问卷进行了定量分析:无论是实习前还是实习后,学生对患者反馈的总体看法都是积极的,对他们收到的反馈信息的看法也是积极的。然而,配对 t 检验表明,经过反馈培训和体验后,学生对反馈信息的总体看法和反馈信息的感知变得不那么积极了:讨论:患者反馈不是一种简单的学习手段,学生对患者反馈的了解也不是一蹴而就的。我们建议未来的研究人员进一步探索患者反馈积极感知下降的原因。我们建议在医学课程中实施纵向反馈培训,指导和支持学生通过反馈向患者学习这一复杂任务。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
ACS Applied Energy Materials
ACS Applied Energy Materials Materials Science-Materials Chemistry
CiteScore
10.30
自引率
6.20%
发文量
1368
期刊介绍: ACS Applied Energy Materials is an interdisciplinary journal publishing original research covering all aspects of materials, engineering, chemistry, physics and biology relevant to energy conversion and storage. The journal is devoted to reports of new and original experimental and theoretical research of an applied nature that integrate knowledge in the areas of materials, engineering, physics, bioscience, and chemistry into important energy applications.
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