http://orcid.org/0000-0002-9690-8165
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Abstract
Background: A key feature of health professionals’ training, irrespective of discipline, is the acquisition and application of clinical and communication skills. Despite this, little is known about the potential role of patient feedback on this process. This systematic review aimed to answer the question: How does feedback from patients impact upon healthcare student clinical skill development and learning?
Design: Systematic review of published literature.
Methods: Electronic databases were searched for studies that explored the effects of patient feedback on student learning and were published before March 2016. Eligible articles underwent methodological evaluation using the McMaster University Critical Evaluation Forms and data extraction.
Results: A total of 237 articles were retrieved following searches of electronic databases and hand searches of reference lists. Twelve (7 quantitative, 2 qualitative, 3 mixed methods) studies met the inclusion criteria. Eleven studies reported that patient feedback improved students’ clinical skills.
Conclusion: Minimal research has explored the impact of patient feedback on student learning. The research to date suggests that direct feedback from patients may be beneficial for the development of students’ communication and clinical skills; however, the wide variety of evaluation methods and the lack of validated tools for patients to provide feedback suggest that further exploration is warranted.
Acknowledgements
Christine Dalais from The University of Queensland for assistance with the electronic database searches. This research was supported by a 2015 University of Queensland Technology Enhanced Learning Grant. SMM was supported by a National Health and Medical Research Council (of Australia) fellowship.
Disclosure statement
The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.
Glossary
Patient feedback: Information provided by patients (receivers of healthcare) about any aspect of the care that they have received from a healthcare provider or service. The feedback can occur in a number of forms, including verbal or written, and address areas including clinical skills and professional behaviors.
Notes on contributors
Dr Emma Finch, PhD, BSpPath(Hons), is a conjoint research fellow in speech pathology between The University of Queensland and Princess Alexandra Hospital.
Dr Jennifer Lethlean, PhD, BSpThy(Hons), is a speech pathologist (advanced) and clinical education support officer at the Princess Alexandra Hospital.
Dr Tanya Rose, PhD, BSpPath(Hons), GCHEd, is a speech pathology lecturer at The University of Queensland.
Professor Jennifer Fleming, PhD, BOccThy(Hons), is the head of Occupational Therapy at The University of Queensland.
Professor Deborah Theodoros, PhD, SpThy(Hons), is the founder and co-director of the UQ SHRS Telerehabilitation Research Unit at The University of Queensland.
Ms Ashley Cameron, BBehSc (Psych) (Hons), MSpPathSt, is a speech pathologist at the Princess Alexandra Hospital and research higher degree student at The University of Queensland.
Ms Adele Coleman, BSpPath(Hons), is a senior research assistant in the School of Health and Rehabilitation Sciences at The University of Queensland.
Professor David Copland, PhD, BSpPath(Hons), a University of Queensland Vice-Chancellor’s Teaching and Research Fellow and group leader at The University of Queensland Centre for Clinical Research.
Associate Professor Steven McPhail, PhD, BPhty, is a senior research fellow at the Centre for Functioning and Health Research, Queensland Health and the School of Public Health and Social Work and Institute of Health and Biomedical Innovation, Queensland University of Technology.