ArticleScandinavian journal of primary health care2016
General practitioners' and students' experiences with feedback during a six-week clerkship in general practice: a qualitative study.
Article in Scandinavian journal of primary health care, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers, 2 of them syntheses that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
7 citing papers in PubMed, 2 syntheses or guidelines pooled it, 18 citations in OpenAlex.
- Medical educators' perspectives on the barriers and enablers of teaching public health in the undergraduate medical schools: a systematic review.Global health action · 2022Pooled it
- Views of general practitioners on end-of-life care learning preferences: a systematic review.BMC palliative care · 2022Pooled it
- Adapting the one minute preceptor model to a Swedish context - clinical tutors' experiences of its usage in primary health care.Scandinavian journal of primary health care · 2025Article
- Fostering the clinician as teacher: A realist review.Medical education · 2025Review
- Feedback in family medicine clerkships: a qualitative interview study of stakeholders in community-based teaching.Medical education online · 2022Article
- Understanding Feedback for Learners in Interprofessional Settings: A Scoping Review.International journal of environmental research and public health · 2022Article
- Article
Corrections and comments
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Authors and funding
4 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveFeedback may be scarce and unsystematic during students' clerkship periods. We wanted to explore general practitioners' (GPs) and medical students' experiences with giving and receiving supervision and feedback during a clerkship in general practice, with a focus on their experiences with using a structured tool (StudentPEP) to facilitate feedback and supervision.
designQualitative study.
settingTeachers and students from a six-week clerkship in general practice for fifth year medical students were interviewed in two student and two teacher focus groups. SUBJECTS: 21 GPs and nine medical students.
resultsWe found that GPs first supported students' development in the familiarization phase by exploring the students' expectations and competency level. When mutual trust had been established through the familiarization phase GPs encouraged students to conduct their own consultations while being available for supervision and feedback. Both students and GPs emphasized that good feedback promoting students' professional development was timely, constructive, supportive, and focused on ways to improve. Among the challenges GPs mentioned were giving feedback on behavioral issues such as body language and insensitive use of electronic devices during consultations or if the student was very insecure, passive, and reluctant to take action or lacked social or language skills. While some GPs experienced StudentPEP as time-consuming and unnecessary, others argued that the tool promoted feedback and learning through mandatory observations and structured questions.
conclusionMutual trust builds a learning environment in which supervision and feedback may be given during students' clerkship in general practice. Structured tools may promote feedback, reflection and learning. Key Points Observing the teacher and being supervised are essential components of Medical students' learning during general practice clerkships. Teachers and students build mutual trust in the familiarization phase. Good feedback is based on observations, is timely, encouraging, and instructive. StudentPEP may create an arena for structured feedback and reflection.
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Registered trials
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