ArticleAfrican journal of primary health care & family medicine2022
Evaluating postgraduate family medicine supervisor feedback in registrars' learning portfolios.
Article in African journal of primary health care & family medicine, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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Who cites it
2 citing papers in PubMed, 5 citations in OpenAlex.
- "We just don't have the resources": Supervisor perspectives on introducing workplace-based assessments into medical specialist training in South Africa.BMC medical education · 2023Article
- Workplace-based learning opportunities in a South African family medicine training programme.African journal of primary health care & family medicine · 2023Article
Corrections and comments
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Authors and funding
3 authors at 2 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundPostgraduate supervision forms a vital component of decentralised family medicine training. While the components of effective supervisory feedback have been explored in high-income countries, how this construct is delivered in resource-constrained low- to middle-income countries has not been investigated adequately.
aimThis article evaluated supervisory feedback in family medicine registrars' learning portfolios (LPs) as captured in their learning plans and mini-Clinical Evaluation Exercise (mini-CEX) forms and whether the training district or the year of training affected the nature of the feedback.
settingRegistrars' LPs from 2020 across five decentralised sites affiliated with the University of the Witwatersrand in South Africa were analysed.
methodsTwo modified tools were used to evaluate the quantity of the written feedback in 38 learning plans and 57 mini-CEX forms. Descriptive statistics, Fisher's exact and Wilcoxon rank-sum tests were used for analysis. Content analysis was used to derive counts of areas of feedback.
resultsMost learning plans (61.2%) did not refer to registrars' clinical knowledge or offer an improvement strategy (86.1%). The 'extent of supervisors' feedback' was rated as 'poor' (63.2%), with only 14.0% rated as 'good.' The 'some' and 'no' feedback categories in the mini-CEX competencies (p 0.001 to p = 0.014) and the 'extent of supervisors' feedback' (p 0.001) were significantly associated with training district. Feedback focused less on clinical reasoning and negotiation skills.
conclusionSupervisors should provide specific and constructive narrative feedback and an action plan to improve registrars' future performance.Contribution: Supervisory feedback in postgraduate family medicine training needs overall improvement to develop skilled family physicians.
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