Feedback for General Practitioners in Training: Quality, Styles, and Preferences Article Received: 19 April 2005 Accepted: 17 September 2005 DOI:
Cite this article as: Prins, F.J., Sluijsmans, D.M.A. & Kirschner, P.A. Adv Health Sci Educ Theory Pract (2006) 11: 289. doi:10.1007/s10459-005-3250-z Abstract
A General Practitioner (GP) is no longer a loner, but a team player in either a group practice or a care centre. This change has led to a concomitant growth in curricular interest in skills essential for successful collaboration and for enhancing critical reflection towards colleagues’ performance. Giving and receiving constructive feedback are examples of these skills. The aim of this study was to gain insight in the style and quality of feedback reports on consultation skills written by GPs-in-Training (GPiTs) and by their GP-trainers. Furthermore, the preferences of the GPiTs concerning feedback style were examined. Results show significant differences between GP-trainers and GPiTs in feedback style and quality. A ranking task indicated that GPiTs have a preference for reports characterised by a large number of reflective remarks. Questionnaire results indicate the added value of the use of peer feedback. Implications for the integration of peer feedback activities in the curriculum of GPiTs are discussed.
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