Obtaining patient feedback for quality assurance of undergraduate dental teaching

Freeman, Zoe; Ellis, J. S.; Holmes, Richard D.; Rolland, Sarah; Waterhouse, Paula

doi:10.1038/s41415-019-0012-5

Cited by 2 publications

(3 citation statements)

References 5 publications

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“…‘Consumer feedback’ is described as a deliberate and specifically designed educational technique for learning (Finch et al, 2018 ; Suikkala et al, 2018 ). The predominant form of gathering consumer feedback for student learning is via purpose‐developed templates using Likert scales and open‐ended questions (Finch et al, 2018 ; Freeman et al, 2019 ; Masters & Forrest, 2010 ). Medical and counselling education programmes have used standardised feedback tools for consumers to comment on students' communication skills (Bogetz et al, 2018 ; Mahoney et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

“…Consumer feedback processes have focused on appraising professional behaviours and communication skills (Bogetz et al, 2018 ; Freeman et al, 2019 ). Research has found that consumer feedback assists students with the development and demonstration of communication skills, empathy, and confidence (Bogetz et al, 2018 ; Masters & Forrest, 2010 ).…”

Section: Introductionmentioning

confidence: 99%

“…Internationally, research has found that health professional practice educators have initial apprehensions about approaching consumers for feedback on student performance (Duygulu & Abaan, 2013 ; Haycock‐Stuart et al, 2016 ; Speers & Lathlean, 2015 ). Concerns focused on risks and challenges and questioned if the risks outweighed the benefits for all stakeholders (Freeman et al, 2019 ; Haycock‐Stuart et al, 2016 ; McComb et al, 2019 ; McMahon‐Parkes et al, 2016 ). Family therapy practice educators' attitudes towards consumers giving students feedback strongly influenced students' engagement rates and successful learning outcomes (McComb et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

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Australian occupational therapists' perspectives of consumers authentically contributing to student learning during practice placements: ‘It just makes sense!’ but ‘we need a process’

Bevitt

Isbel

Pereira

et al. 2022

Aus Occup Therapy J

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Introduction Collaborating with consumers in designing, delivering, and evaluating curricula is an ongoing initiative within occupational therapy tertiary courses in Australia. Within the Australian educational context, consumers are involved in on‐campus educational activities. Student occupational therapists must complete 1000 hours of practice placements as part of their education. To date, no research has explored how consumers could contribute to student occupational therapists' learning during practice placements. This study aimed to explore Australian occupational therapists' perceptions of consumers providing feedback to students during practice placements. Methods A qualitative descriptive approach was adopted to engage with the diversity of practice contexts and gain a rich dataset from the occupational therapy profession. A qualitative questionnaire was developed and distributed using snowballing techniques. The questionnaire asked recipients to reflect on the risks, challenges, and benefits of consumers providing feedback to student occupational therapists from all stakeholders' perspectives. Demographic data were collated, and reflexive thematic analysis was used to construct themes. Findings Responses were received from 81 participants. Most respondents identified as experienced occupational therapists from metropolitan locations across Australia. Reflective thematic analysis was used to construct three themes: Personal capability of consumers and students will enable, inhibit, and be developed by engaging in a feedback process; an educator‐controlled process to ensure safety for all stakeholders is required for time‐poor practice contexts; and us versus them: Shifting control to consumers can disempower practice educators. Conclusion Engaging with consumers throughout all aspects of student occupational therapists' educational programme is required, including practice placements. New educational initiatives need to consider all stakeholders' concerns to ensure that authentic contribution from consumers is made within the various practice contexts. A co‐design approach that involves all stakeholders to develop a feedback process may result in high‐quality learning experiences that assist students to become safer, consumer‐centred health professionals.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Australian occupational therapists' perspectives of consumers authentically contributing to student learning during practice placements: ‘It just makes sense!’ but ‘we need a process’

Bevitt

Isbel

Pereira

et al. 2022

Aus Occup Therapy J

View full text Add to dashboard Cite

show abstract

Exploring the concepts of consumer feedback systems for occupational therapy student learning during practice placements: A scoping review

Bevitt,

Pereira,

Bacon

et al. 2024

Aus Occup Therapy J

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IntroductionConsumer contribution to occupational therapy student learning is mandated for Australian educational programs. However, there is limited research about how consumers contribute to student learning during practice placements. A scoping review was completed to explore the concepts of existing feedback systems for consumers to authentically contribute to student learning during practice placements.MethodsFive databases were searched for all articles up to and including July 2023. All publications were included if they described and investigated authentic contribution to student learning during a practice placement experience. Data from the results and discussion sections of the papers were transformed into qualitative data and thematically analysed to develop a conceptual understanding of consumer feedback systems.ResultsForty‐six papers met the eligibility criteria. Most articles originated from Medicine (30%) and Nursing (45%) education. Feedback systems were primarily designed to critique student communication and professional behaviours using a variety of standardised and non‐standardised methods. Five interconnected themes were created that addressed the concepts of consumer feedback systems. The themes were (1) creating value specific for each stakeholder is essential, (2) preparation is required and nuanced; (3) consumers do engage and provide critical feedback when the system is supportive of all stakeholders; (4) gathering approaches need to be responsive to the diversity of practice and learning; (5) processing feedback with a trusted mentor is critical for learning.ConclusionsConsumers, academics, practice educators, and students recognised that consumers have an important role in contributing to student learning during practice placements. Future consumer feedback systems need to be co‐produced to create an optimal mode for consumers to authentically contribute to student learning constructively and safely.Consumer and community involvementA consumer consultant was a member of the advisory panel for the larger research project that this review is part of and provided advice to the research team at all stages of the project.PLAIN LANGUAGE SUMMARYIn Australia, occupational therapy training programs require input from consumers to help students learn. However, there is not much research on how consumers help occupational therapy students during their practical training. We did a review to see how existing feedback systems let consumers genuinely help students during their training. We searched five databases for research up to July 2023. We included research that talked about how consumers help all health students learn during practical training. We found 46 articles, mostly from Medicine and Nursing education. We analysed them to understand how consumer feedback systems work and found five main themes: (1) making sure everyone involved gets value out of it, (2) being prepared is important, (3) consumers give useful feedback when the system supports everyone involved, (4) different approaches are needed because practices and learning vary, and (5) discussing feedback with other people helps students learn. Current feedback systems mostly focused on how students communicate and behave professionally. Consumers, educators, and students all agree that consumers play a vital role in helping students learn during practical training. In the future, we need to work together to make feedback systems that let consumers help students in the best way possible, making sure it is constructive and safe for everyone.

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Obtaining patient feedback for quality assurance of undergraduate dental teaching

Cited by 2 publications

References 5 publications

Australian occupational therapists' perspectives of consumers authentically contributing to student learning during practice placements: ‘It just makes sense!’ but ‘we need a process’

Australian occupational therapists' perspectives of consumers authentically contributing to student learning during practice placements: ‘It just makes sense!’ but ‘we need a process’

Exploring the concepts of consumer feedback systems for occupational therapy student learning during practice placements: A scoping review

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