Prevocational Supervision Training Package Video 6 - Feedback

Summary

This video explores feedback models for supervisors of prevocational doctors in their first two years of practice. It highlights the significance of constructive, culturally safe, and specific feedback in shaping independent practitioners. The video introduces various feedback models, including ALOA and Pendleton's, emphasizing self-assessment, emotional awareness, and clear action plans. Through real-life examples, it shows how supervisors can guide doctors to improve clinical skills while supporting their social and emotional well-being. Ultimately, the video aims to enhance feedback skills to foster both professional and personal growth for prevocational doctors.

Takeaways

• 😀 Feedback should be frequent, specific, and constructive to support the development of safe, independent practitioners.
• 😀 Supervisors should focus on providing feedback that is culturally sensitive and emotionally supportive, especially for Aboriginal and Torres Strait Islander doctors.
• 😀 The primary aim of feedback is to confirm good practice and offer guidance for continued growth and improvement.
• 😀 Effective feedback helps prevocational doctors achieve their learning outcomes and progress toward culturally and clinically safe practice.
• 😀 Feedback should be non-threatening, respectful, and delivered in a timely manner to ensure its relevance and effectiveness.
• 😀 Supervisors should encourage self-reflection by allowing the learner to speak first before providing their own feedback.
• 😀 Constructive feedback should be specific, such as explaining the actions that need to be improved (e.g., documenting key decision points clearly in notes).
• 😀 Emotional awareness is crucial in feedback discussions; supervisors must ensure psychological safety for both themselves and the prevocational doctor.
• 😀 Feedback should be interactive, with both the supervisor and the prevocational doctor engaging in a collaborative dialogue to foster self-directed learning.
• 😀 Formal feedback should occur in private, while incidental feedback can happen in real-time during day-to-day interactions.
• 😀 Various feedback models, such as ALOA (Genderle Outcomes-Based Analysis) and Pendleton’s model, offer structured approaches to ensure feedback is comprehensive and actionable.

Q & A

What is the significance of feedback in the development of prevocational doctors?

Feedback plays a crucial role in the early years of a doctor's career, supporting both their clinical development and emotional well-being. High-quality supervision and feedback help doctors build safe, professional, and independent practice.

How often should feedback occur during the prevocational training period?

Feedback should be an ongoing part of supervisor interactions with the prevocational doctor, occurring several times throughout the term, both formally and informally.

What is the role of entrustable professional activities (EPAs) in feedback?

EPAs are common tasks performed by prevocational doctors in their clinical work, and they provide an opportunity for supervisors to observe and give feedback. EPAs will be formally introduced in 2025 as a structured part of assessments.

Why is it important for feedback to be specific and constructive?

Specific and constructive feedback provides clear guidance on areas for improvement and helps the doctor understand how to take actionable steps. Vague feedback, like 'improve teamwork,' doesn't provide the necessary direction.

How can supervisors ensure that feedback is culturally safe?

Supervisors should ensure that feedback is culturally appropriate and sensitive, particularly when working with Aboriginal and Torres Strait Islander doctors or patients. In some cases, involving relevant cultural support is essential.

What should a supervisor do if the feedback is related to a sensitive or serious incident, like a patient’s death?

If feedback concerns sensitive or serious incidents, such as a patient's death, it may need to be delayed until an appropriate time. This allows for emotional de-escalation and reflection before addressing the issue.

What is the benefit of allowing a prevocational doctor to self-reflect during feedback?

Encouraging self-reflection helps the doctor take ownership of their learning process, fosters self-directed learning, and improves their ability to critically assess their own performance.

What are the key differences between informal and formal feedback?

Informal feedback is usually delivered in real-time during clinical interactions, such as providing immediate praise or suggestions. Formal feedback is more structured, private, and may involve written documentation or scheduled follow-up discussions.

What should supervisors do if a prevocational doctor is upset or lacking motivation during a feedback session?

Supervisors should be prepared to address emotional responses, such as anger, sadness, or lack of motivation, by acknowledging the doctor’s feelings. If necessary, the feedback session can be paused to allow emotional reflection before continuing the discussion.

How can feedback be made actionable and lead to improvements in practice?

Feedback should include a clear action plan, with specific steps for the doctor to take. Supervisors may follow up to assess progress and provide additional guidance as needed. This ensures that feedback leads to concrete changes in behavior or practice.