Peer feedback on video consultations for GPST1s in S.E. Scotland: a pilot study using the Framework Method

ABSTRACT

Introduction: Our study explored the educational value and feasibility of small-group peer feedback on video consultations for early-stage GP trainees facilitated by a near-peer.

Methods: Ten GP trainees in their first placement shared videos of patient consultations requiring improvement in small groups facilitated by a near-peer using the ALOBA feedback format. Trainees and the facilitator were interviewed by a social scientist immediately post-intervention and asked for written email reflection some weeks later. Analysis of observations, interviews and feedback followed the Framework Method.

Results: Six themes incorporated both assumed and unanticipated processes and outcomes. Receipt and production of peer feedback were seen to prompt critical analysis and led to processing of previously received supervisor feedback. Trainees valued the ability to benchmark against peers at the same stage of training. The small groups conferred social support and the opportunity to calibrate complex mental health judgements inherent to primary care with each other and a near-peer.

Conclusions: GP trainees can engage with and benefit from structured small-group peer feedback early in training. Sessions offered educational value over and above supervisor feedback, especially for trainees inclined to be anxious and self-critical.

KEYWORDS:

• Peer feedback
• GP trainees
• small-group learning
• video consultations

Acknowledgements

We thank all the trainees who volunteered to participate in the study and share their video consultations. The authors gratefully acknowledge the support of Dr MeiLing Denney, NHS Education for Scotland, for the opportunity to conduct this research. There was no external funding sponsor. The views and opinions expressed in the paper are those solely of the authors and do not reflect those of the employing organisations.

Disclosure statement

No potential conflict of interest was reported by the author(s).