Peer feedback in graduate training: A phenomenological investigation of possibilities

Abstract

Background

Whilst feedback is an essential component of clinical education, it is often lacking in clinical workplaces due to competing priorities. Peer feedback has been proposed as a potential solution but remains underexplored in terms of practicality and effects. We aimed to examine the experiences of peer feedback among paediatric trainees, and the associated feedback culture.

Methods

Following an Interpretative Phenomenological Analysis approach, the personal experiences of 12 paediatric trainees were explored using semi-structured interviews. Interpretive themes were developed between the transcripts using processes of abstraction, subsumption, contextualisation, and cross-case analysis. Themes were subsequently subjected to member checking and peer debriefing processes.

Results

We found that peer feedback was influenced by three contextual factors, namely, prevalent feedback culture, interpersonal consent, and the quality of relationships. Peer feedback culture was lacking in clinical workplaces. Feedback between peers was constrained by avoiding criticism and maintaining work relationships. Social and cultural norms inhibited constructive peer feedback without explicit consent.

Conclusions

Enabling peer feedback in clinical settings requires attention to cultural, relational, and consent barriers. Potential approaches should include helping clinicians to develop greater cultural reflexivity, resident training in how to be peer educators, and enhancing institutional supports for peer feedback.

Keywords:

• Peer feedback
• peer-assisted learning
• feedback culture

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Glossary

Organisational culture: An organisational culture encompasses the tangible and unobservable elements of an organisation including but not limited to, dress, rituals, language, behaviours, and beliefs about employment and knowledge in the workplace.

Baker A, Perreault D, Reid A, Blanchard CM. 2013. Feedback and organizations: Feedback is good, feedback-friendly culture is better. Canadian Psychology/Psychologie canadienne. 54(4):260–268. https://doi.org/10.1037/a0034691

Additional information

Notes on contributors

John Joyce

Dr John Joyce, MB BCh BAO, MHSc (ClinEd), MRCPI, is a Specialist Registrar in Paediatrics. He undertook this research as part of the Masters of Health Science in Clinical Education at NUI Galway.

Peter Cantillon

Professor Peter Cantillon, MB BCh BAO, MSc, MHPE, MRCGP, is Head of the Discipline of General Practice at the National University of Ireland, Galway, and President of the Irish Network of Healthcare Educators.

Rosemary Geoghegan

Dr Rosemary Geoghegan, MB BCh BAO, MHSc (ClinEd), MICGP, is Director of the Undergraduate Medical Programme at the National University of Ireland, Galway. In her clinical role she is an honorary registrar in Paediatric Diabetes.