How Identity Matters: A Qualitative Study of Perceptions of Interprofessional Feedback in Diabetology Training

Feller, Katrin; Berendonk, Christoph (27 August 2019). How Identity Matters: A Qualitative Study of Perceptions of Interprofessional Feedback in Diabetology Training. In: AMEE Conference (p. 1178). Dundee: Association for Medical Education in Europe (AMEE)

Background: Little is known about receptiveness to interprofessional feedback in a postgraduate setting. This study explores, in light of social identify theory, the perceptions of residents, senior physicians and allied health care professionals regarding interprofessional feedback in the context of workplace-based assessment.Summary of Work: Residents in diabetology at the University Hospital of Bern, Switzerland, performed formative workplace-based assessments under direct observation of a senior physician and an allied health care professional. Feedback of both observers was given after every assessment to the resident. Focus group discussions were conducted to analyze the perception of participants, using a constructivist grounded theory approach.Summary of Results:While different social identities are the source of interprofessional hierarchies, they do not hinder the receptivity to feedback. Perceived trustworthiness of the feedback is given more importance than professional affiliations, whereas intraprofessional hierarchies between physicians led to the perception of a more summative character of the feedback and rather hindered receptivity. Interprofessional feedbacks strengthened collaboration but organizational support is required to promote such activities.Discussion and Conclusions:Despite disposing of a firm professional identity, residents in a postgraduate training in diabetology retained a positive attitude towards interprofessional feedback in the context of workplace-based assessments. Perceived credibility of the feedback source was crucial for acceptability of feedback. Interprofessional workplace-based assessments require institutional support, but might be a promotor for improving interprofessional collaboration.Take-home Messages: Interprofessional feedback from allied health care professionals can be a powerful resource for residents in the setting of a postgraduate subspecialty training, taking its role outside the sometimes conflicting area of intraprofessional hierarchies.

Item Type:

Conference or Workshop Item (Abstract)

Division/Institute:

04 Faculty of Medicine > Medical Education > Institute for Medical Education
04 Faculty of Medicine > Medical Education > Institute for Medical Education > Assessment and Evaluation Unit (AAE)

UniBE Contributor:

Berendonk, Christoph

Subjects:

600 Technology > 610 Medicine & health

Publisher:

Association for Medical Education in Europe (AMEE)

Language:

English

Submitter:

Daniel Bauer

Date Deposited:

07 Feb 2020 12:37

Last Modified:

07 Feb 2020 12:37

URI:

https://boris.unibe.ch/id/eprint/138915

Actions (login required)

Edit item Edit item
Provide Feedback