Supervisory dyads’ communication and alignment regarding the use of workplace-based observations: a qualitative study in general practice residency
Abstract Background In medical residency, performance observations are considered an important strategy to monitor competence development, provide feedback and warrant patient safety. The aim of this study was to gain insight into whether and how supervisor-resident dyads build a working repertoire...
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| Format: | Article |
| Language: | English |
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BMC
2022-04-01
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| Series: | BMC Medical Education |
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| Online Access: | https://doi.org/10.1186/s12909-022-03395-7 |
| _version_ | 1818266796801654784 |
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| author | Laury P. J. W. M. de Jonge Floor N. E. Minkels Marjan J. B. Govaerts Jean W. M. Muris Anneke W. M. Kramer Cees P. M. van der Vleuten Angelique A. Timmerman |
| author_facet | Laury P. J. W. M. de Jonge Floor N. E. Minkels Marjan J. B. Govaerts Jean W. M. Muris Anneke W. M. Kramer Cees P. M. van der Vleuten Angelique A. Timmerman |
| author_sort | Laury P. J. W. M. de Jonge |
| collection | DOAJ |
| description | Abstract Background In medical residency, performance observations are considered an important strategy to monitor competence development, provide feedback and warrant patient safety. The aim of this study was to gain insight into whether and how supervisor-resident dyads build a working repertoire regarding the use of observations, and how they discuss and align goals and approaches to observation in particular. Methods We used a qualitative, social constructivist approach to explore if and how supervisory dyads work towards alignment of goals and preferred approaches to performance observations. We conducted semi-structured interviews with supervisor-resident dyads, performing a template analysis of the data thus obtained. Results The supervisory dyads did not frequently communicate about the use of observations, except at the start of training and unless they were triggered by internal or external factors. Their working repertoire regarding the use of observations seemed to be primarily driven by patient safety goals and institutional assessment requirements rather than by providing developmental feedback. Although intended as formative, the institutional test was perceived as summative by supervisors and residents, and led to teaching to the test rather than educating for purposes of competence development. Conclusions To unlock the full educational potential of performance observations, and to foster the development of an educational alliance, it is essential that supervisory dyads and the training institute communicate clearly about these observations and the role of assessment practices of- and for learning, in order to align their goals and respective approaches. |
| first_indexed | 2024-12-12T20:12:24Z |
| format | Article |
| id | doaj.art-eb3756d532b341018106135595f263a9 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-12-12T20:12:24Z |
| publishDate | 2022-04-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-eb3756d532b341018106135595f263a92022-12-22T00:13:29ZengBMCBMC Medical Education1472-69202022-04-0122111010.1186/s12909-022-03395-7Supervisory dyads’ communication and alignment regarding the use of workplace-based observations: a qualitative study in general practice residencyLaury P. J. W. M. de Jonge0Floor N. E. Minkels1Marjan J. B. Govaerts2Jean W. M. Muris3Anneke W. M. Kramer4Cees P. M. van der Vleuten5Angelique A. Timmerman6Department of General Practice, Maastricht UniversityDepartment of General Practice, Maastricht UniversityDepartment of Educational Research and Development, Maastricht UniversityDepartment of General Practice, Maastricht UniversityDepartment of Family Medicine, Leiden UniversityDepartment of Educational Research and Development, Maastricht UniversityDepartment of General Practice, Maastricht UniversityAbstract Background In medical residency, performance observations are considered an important strategy to monitor competence development, provide feedback and warrant patient safety. The aim of this study was to gain insight into whether and how supervisor-resident dyads build a working repertoire regarding the use of observations, and how they discuss and align goals and approaches to observation in particular. Methods We used a qualitative, social constructivist approach to explore if and how supervisory dyads work towards alignment of goals and preferred approaches to performance observations. We conducted semi-structured interviews with supervisor-resident dyads, performing a template analysis of the data thus obtained. Results The supervisory dyads did not frequently communicate about the use of observations, except at the start of training and unless they were triggered by internal or external factors. Their working repertoire regarding the use of observations seemed to be primarily driven by patient safety goals and institutional assessment requirements rather than by providing developmental feedback. Although intended as formative, the institutional test was perceived as summative by supervisors and residents, and led to teaching to the test rather than educating for purposes of competence development. Conclusions To unlock the full educational potential of performance observations, and to foster the development of an educational alliance, it is essential that supervisory dyads and the training institute communicate clearly about these observations and the role of assessment practices of- and for learning, in order to align their goals and respective approaches.https://doi.org/10.1186/s12909-022-03395-7AssessmentWorkplace learningDialogueEducational allianceFeedbackPerformance observation |
| spellingShingle | Laury P. J. W. M. de Jonge Floor N. E. Minkels Marjan J. B. Govaerts Jean W. M. Muris Anneke W. M. Kramer Cees P. M. van der Vleuten Angelique A. Timmerman Supervisory dyads’ communication and alignment regarding the use of workplace-based observations: a qualitative study in general practice residency BMC Medical Education Assessment Workplace learning Dialogue Educational alliance Feedback Performance observation |
| title | Supervisory dyads’ communication and alignment regarding the use of workplace-based observations: a qualitative study in general practice residency |
| title_full | Supervisory dyads’ communication and alignment regarding the use of workplace-based observations: a qualitative study in general practice residency |
| title_fullStr | Supervisory dyads’ communication and alignment regarding the use of workplace-based observations: a qualitative study in general practice residency |
| title_full_unstemmed | Supervisory dyads’ communication and alignment regarding the use of workplace-based observations: a qualitative study in general practice residency |
| title_short | Supervisory dyads’ communication and alignment regarding the use of workplace-based observations: a qualitative study in general practice residency |
| title_sort | supervisory dyads communication and alignment regarding the use of workplace based observations a qualitative study in general practice residency |
| topic | Assessment Workplace learning Dialogue Educational alliance Feedback Performance observation |
| url | https://doi.org/10.1186/s12909-022-03395-7 |
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