Understanding the influence of emotions and reflection upon multi-source feedback acceptance and use

Sargeant, Joan; Mann, Karen; Sinclair, Douglas; Vleuten, Cees van der; Metsemakers, Job

doi:10.1007/s10459-006-9039-x

Cited by 219 publications

(246 citation statements)

References 19 publications

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“…[9][10][11][12][13] It has also been suggested that if feedback elicits a negative response in doctors, it may be detrimental to their future performance. 8,[15][16][17] The current research highlights a mismatch between the conventional demonstration of the 'objectivity' of a survey tool, and the doubts and questions raised by those receiving the data, which prevented wholesale acceptance of its results. As rigorous pilot testing alone did not automatically translate into the results being trusted enough to be acted upon, the ability of the survey to bring about positive change seemed likely to be limited.…”

Section: Comparison With Existing Literaturementioning

confidence: 94%

“…14 Feedback that lacks credibility, that contradicts prior knowledge, or that is experienced as a threat at the individual level, is unlikely to be effective. 8,[15][16][17] This study was designed to capture the responses of GPs, practice nurses, and practice managers to patient feedback, using the national GP Patient Survey (www.gp-patient.co.uk/info/) as an example.…”

Section: Introductionmentioning

confidence: 99%

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Challenges to the credibility of patient feedback in primary healthcare settings: a qualitative study

Asprey

Campbell²,

Newbould³

et al. 2013

Br J Gen Pract

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BackgroundThe UK government has encouraged NHS services to obtain patient feedback to support the further development of patient-centred care. In 2009, the English GP Patient Survey included a sample of 5.5 million, but little is known about its potential utility in informing developments aimed at improving the quality of patients' experiences of primary care. AimTo investigate primary care providers' response to feedback on patient experience from a national survey. Design and settingQualitative interview study in 10 general practices from four primary care trusts in England. MethodSemi-structured interviews were conducted with GPs, practice nurses, and practice managers (n = 37). Transcripts were analysed thematically. ResultsAlthough some participants reported making changes to their practice in response to the survey data, many expressed doubts about the credibility of the results. Key issues included: concerns about practical aspects of the survey, such as the response rate and representativeness of the sample; the view that it gave insufficient detail to facilitate change and failed to address some salient issues; and unease about the influence of political influences underpinning its introduction and use. ConclusionAlthough, in general, primary care professionals have positive attitudes towards patient feedback, this study suggests a mismatch between the conventional demonstration of the objectivity of a questionnaire survey and the attitudes and experiences of those receiving the data. This is likely to prevent doctors from engaging constructively with the survey. These concerns may well militate against the potential of the survey to act as a simple means of capturing, and effectively using, feedback from patients. Keywordsprimary healthcare; qualitative research; reliability and validity; surveys.

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Section: Comparison With Existing Literaturementioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

Challenges to the credibility of patient feedback in primary healthcare settings: a qualitative study

Asprey

Campbell²,

Newbould³

et al. 2013

Br J Gen Pract

View full text Add to dashboard Cite

show abstract

Section: Introductionmentioning

confidence: 99%

“…Moreover, there is evidence that unfacilitated feedback can cause negative emotional reactions, like denial and defensiveness, which can even raise barriers to reflection (DeNisi & Kluger 2000;Sargeant et al 2008;Overeem et al 2009) and behavioural change (Sargeant et al 2008). This problem can be overcome by facilitating feedback (Sargeant et al 2008) so as to stimulate feedback recipients to engage in constructive reflection on their practice (DeNisi & Kluger 2000;Smither et al 2005). Self-assessment and peer meetings are ways to facilitate feedback (Ross & Bruce 2007;Tigelaar et al 2008) and several authors have highlighted their importance in facilitating teachers' professional growth (Ross & Bruce 2007;Tigelaar et al 2008;Mcleod & Steinert 2009;Schaub-de Jong et al 2009;Stalmeijer et al 2009).…”

Section: Introductionmentioning

confidence: 99%

Peer group reflection helps clinical teachers to critically reflect on their teaching

et al. 2011

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Background: Student evaluations can help clinical teachers to reflect on their teaching skills and find ways to improve their teaching. Studies have shown that the mere presentation of student evaluations is not a sufficient incentive for teachers to critically reflect on their teaching. Aim: We evaluated and compared the effectiveness of two feedback facilitation strategies that were identical except for a peer reflection meeting. Method: In this study, 54 clinical teachers were randomly assigned to two feedback strategies. In one strategy, a peer reflection was added as an additional step. All teachers completed a questionnaire evaluating the strategy that they had experienced. We analysed the reflection reports and the evaluation questionnaire. Results: Both strategies stimulated teachers to reflect on feedback and formulate alternative actions for their teaching practice. The teachers who had participated in the peer reflection meeting showed deeper critical reflection and more concrete plans to change their teaching. All feedback strategies were considered effective by the majority of the teachers. Conclusions: Strategies with student feedback and self-assessment stimulated reflection on teaching and helped clinical teachers to formulate plans for improvement. A peer reflection meeting seemed to enhance reflection quality. Further research should establish whether it can have lasting effects on teaching quality.

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“…Some educators suggest that receiving feedback mindfully contributes to learning, and extensive literature shows that such assessment can, with certain caveats, be practical, valid, and reliable. 8,9 The peer-assessment tool (mini-PAT), which evolved from multisource feedback and collates the views of various healthcare professionals with the aim of facilitating personal development, offers a more well-rounded overview than is possible when only 1 source provides feedback. [10][11][12] First introduced for physicians in the early 1990s, mini-PAT was designed to provide trainees anonymous feedback from peers and colleagues.…”

Section: Introductionmentioning

confidence: 99%

Use of a Multisource Feedback Tool to Develop Pharmacists in a Postgraduate Training Program

Davies

Ciantar

Jubraj

et al. 2013

American Journal of Pharmaceutical Education

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Objectives. To evaluate use of a peer-assessment tool as a performance indicator for junior pharmacists in a formal postgraduate training program in London. Methods. A 4-year retrospective analysis of data gathered using the pharmacy mini-PAT (peerassessment tool) was undertaken. Assessments, including junior pharmacist self-evaluations, were conducted every 6 months. Overall performance and performance for clustered items were analyzed to determine changes. Assessments by healthcare professionals were then compared between professional groupings, which included pharmacists, physicians, and nurses.Results. There was a significant improvement over time in both self-assessment scores and scores on assessments conducted by others using the mini-PAT. Junior pharmacists rated themselves significantly lower than did their assessors ( p,0.001); pharmacist assessors rated the performance of junior pharmacists significantly lower than did other healthcare professionals ( p,0.001). Validity, ease of use, and relevance of the pharmacy mini-PAT were demonstrated. Conclusions. As part of a range of formative evaluations involving assessors from across various health professions, the mini-PAT is a valuable instrument for developing junior pharmacists. A cohort's mini-PAT result provides a snapshot of his/her performance that can be used to identify key areas requiring further training.

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Understanding the influence of emotions and reflection upon multi-source feedback acceptance and use

Cited by 219 publications

References 19 publications

Challenges to the credibility of patient feedback in primary healthcare settings: a qualitative study

Challenges to the credibility of patient feedback in primary healthcare settings: a qualitative study

Peer group reflection helps clinical teachers to critically reflect on their teaching

Use of a Multisource Feedback Tool to Develop Pharmacists in a Postgraduate Training Program

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