Accepted Type
Oral
Code
OC3-1-3
Acceptance Declaration
Accept
Additional Information
I declare I have no actual or potential conflict of interest in relation to this program.
Was this work accepted for CCME 2020?
no
Category
General Call (Workshop, Oral Presentation, Poster Presentation)
Type
Oral
Sub Type
Education Research
Will the presenter be a:
Resident
Affiliation
Considered for Poster
yes
Title
Feedback Delivery in an Academic Cancer Centre: Reflections From an R2C2-based Microlearning Course
Length of Presentation
Background/Purpose
There is longstanding evidence of feedback competency deficiencies in supervisors in medical education. Enhancing feedback delivery skills is a critical aspect of competency-based medical education. R2C2 (relationship, reaction, content, coaching) is an increasingly adopted evidence-based model for feedback delivery. The purpose of this study was to assess the feasibility and utility of an R2C2-based microlearning course and to solicit multidisciplinary staff perspectives on current feedback delivery practice in an academic cancer centre.
Methods
A prospective longitudinal qualitative design was utilized. Five staff (three oncologists and two allied health professionals) with supervisory roles were selected by purposive sampling. Each staff participated in four semi-structured interviews conducted pre- and immediately post-course, and at one- and three-months post-course. Interviews were audiotaped and transcribed verbatim. Transcripts were coded using an abductive approach informed by the R2C2 model.
Results
All participants found the course to be time feasible and completed it in 10-20 minutes. The course was deemed to be useful and fulfill a perceived need for feedback training in the cancer centre. Relationship building and exploring reactions were the R2C2 domains most discussed during post-course interviews. Several relationship-oriented themes were generated: 1) hierarchical and interdisciplinary relationships modulate feedback delivery 2) interest in feedback delivery varies by duration of the supervisory relationship 3) the perceived transactionality of supervisor-trainee relationships influences feedback delivery.
Conclusion
An R2C2-based microlearning course is feasible and deemed useful by multidisciplinary cancer centre staff. Optimization of the course and further characterization of current feedback practices in the cancer centre are ongoing.
Keyword 1
R2C2
Keyword 2
microlearning
Keyword 3
feedback
Level of Training
CPD (faculty development, CME)
Abstract Themes
Teaching and learning
Teaching and Learning
- Clinical Context
- Clinical Skills
- Competency-Based Education
- Feedback
Additional Theme (First choice)
Faculty Development
Additional Theme (Second Choice)
Inter-professional Education
Additional Theme (Third Choice)
Postgraduate
Authors
Presenter
Amir H. Safavi
Term 1
Yes
Term 2
Yes
Term 3
Yes
Term 4
Yes
Term 5
Yes
