Learning how to learn using simulation: Unpacking disguised feedback using a qualitative analysis of doctors’ telephone talk

Walter Eppich, Jan-Joost Rethans, Timothy Dornan, Pim W. Teunissen

Research output: Contribution to journalArticle

3 Citations (Scopus)
160 Downloads (Pure)

Abstract

Telephone talk between clinicians represents a substantial workplace activity in postgraduate clinical education, yet junior doctors receive little if any formal training in goal-directed, professional telephone communication. In order to develop a simulation-based educational intervention, we conducted a needs assessment based on thematic analysis of 17 semistructured interviews with doctors-in-training from various training levels and specialties. We identified several essential elements to incorporate into simulation-based telephone talk training, including common challenging situations for junior doctors as well as explicit and informal aspects that promote learning. These elements have implications for both junior doctors and clinical supervisors, including: (a) explicit teaching and feedback and (b) informal
conversational interruptions and questions. The latter serve as ‘disguised’ feedback, which aligns with recent conceptualizations of feedback as ‘performance relevant information’. In addition to preparing clinical supervisors to support learning through telephone talk, we propose several potential educational strategies: (a) embedding and integrating telephone communication skills throughout simulation activities and (b) developing stand-alone curricular elements to sensitise junior doctors to ‘disguised’ feedback during telephone talk as a mechanism to augment future workplace learning, i.e. ‘learning how to learn’ through simulation.
Original languageEnglish
Pages (from-to)661-667
Number of pages7
JournalMedical teacher
Volume40
Issue number7
Early online date04 May 2018
DOIs
Publication statusEarly online date - 04 May 2018

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