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Why receiving feedback collides with self determination

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Abstract

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.

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Notes

  1. During many faculty development trainings of feedback I have observed that clinicians tend to convey feedback messages less honest and clear in role play than they intended just minutes before a feedback conversation, even in settings where their feedback skill is being observed.

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  1. Center for Research and Development of Education, University Medical Center Utrecht, Room HB 4.24, Universiteitsweg 98, 3584 CG, Utrecht, The Netherlands

    Olle Th. J. ten Cate

  2. P.O. Box # 85500, 3508 GA, Utrecht, The Netherlands

    Olle Th. J. ten Cate

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Correspondence to Olle Th. J. ten Cate.

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ten Cate, O.T.J. Why receiving feedback collides with self determination. Adv in Health Sci Educ 18, 845–849 (2013). https://doi.org/10.1007/s10459-012-9401-0

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  • DOI: https://doi.org/10.1007/s10459-012-9401-0

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