Helping International Medical Graduates Engage in Effective Feedback

Autor/inn/en	Broquet, Karen E.; Punwani, Manisha
Titel	Helping International Medical Graduates Engage in Effective Feedback
Quelle	In: Academic Psychiatry, 36 (2012) 4, S.282-287 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-9670
DOI	10.1176/appi.ap.11020031
Schlagwörter	Medical Education; Graduates; Feedback (Response); Classification; Foreign Nationals; Barriers; Cultural Differences; Second Language Learning; English (Second Language); Reflection; Anxiety; Supervisors; Physicians; Psychiatry + Suchen Sie Ihr Suchwort? Medizinische Ausbildung; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Classification system; Klassifikation; Klassifikationssystem; Ausländer; Ausländerin; Kultureller Unterschied; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Angst; Physician; Doctor; Arzt; Psychiatrie
Abstract	Objective: Timely, specific, behaviorally-based feedback is a cornerstone of medical education. The authors review basic tenets of effective feedback delivery in the context of potential challenges faced by (non-United States) international medical graduates (IMGs). Method: The authors provide a brief summary of the elements of effective feedback, with illustrations of potential barriers for IMGs. Results: Many IMGs were trained in a hierarchical system, where feedback was delivered publicly, in a manner associated with shame and embarrassment. These experiences, combined with the challenge of functioning in a second language and anxieties over exposing weaknesses, present some barriers that make it more difficult for them to participate in feedback inquiry, self-reflection, and reciprocal feedback. Conclusions: These challenges can be mitigated by acknowledging the anxieties that learners may have, fostering a learning culture that values feedback as an expected and important part of all learning, ensuring that all (learners and supervisors) are trained in feedback skills, and clear setting of expectations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10