Why receiving feedback collides with self determination
- 1.5k Downloads
Providing feedback to trainees in clinical settings is considered important for development and acquisition of skill. Despite recommendations how to provide feedback that have appeared in the literature, research shows that its effectiveness is often disappointing. To understand why receiving feedback is more difficult than it appears, this paper views the feedback process through the lens of Self-Determination Theory (SDT). SDT claims that the development and maintenance of intrinsic motivation, associated with effective learning, requires feelings of competence, autonomy and relatedness. These three psychological needs are not likely to be satisfied in most feedback procedures. It explains why feedback is often less effective than one would expect. Suggestions to convey feedback in ways that may preserve the trainee’s autonomy are provided.
KeywordsFeedback Self-Determination Theory Clinical context
- Deci, E. L., & Ryan, R. M. (2002). Overview of self-determination theory: An organismic dialectical perspective. In L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (1st ed.). Rochester, NY: The University of Rochester Press.Google Scholar
- Gawande, A. (2011). Personal best. Top athletes and singers have coaches. Should you? The New Yorker (pp. 44–53). October 3.Google Scholar
- Iedema, R. (2011). Creating safety by strengthening clinicians’ capacity for reflexivity. BMJ Quality and Safety, 20(Suppl 1), i83–i86.Google Scholar
- Kolb, D. A. (1984). Experiential learning. Experience as the source of learning and development. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.Google Scholar
- Parkes, J., Abercrombie, S., & McCarty, T. (2012). Feedback sandwiches affect perceptions but not performance. Advances in health sciences education: Theory and practice, (Electronic prepublication). doi: 10.1007/s10459-012-9377-9.
- Pendleton, D., Scofield, T., Tate, P., & Havelock, P. (1984). The consultation: An approach to learning and teaching (1st ed.). Oxford: Oxford University Press.Google Scholar
- Reeve, J. (2002). Self-determination theory applied to educational settings. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (1st ed., pp. 183–204). Rochester, NY: The University of Rochester Press.Google Scholar
- Van Rensen, E. L. J., De Vries, B., Leistikow, I. P., Thieme Groen, E. S., Numan, S., Tates, K., Kalkman, C. J., et al. (2010). Using video for engaging professionals in reflexive practice improvement. International Forum on Quality and Safety in Health Care. Nice, France, 20–23 April. Poster.Google Scholar