Paeds Cases · professional-practice-and-evidence
Teaching, supervision and feedback OSCE — procedural error and the deteriorating registrar
Observed communication and supervision encounter testing structured feedback, the educational alliance, entrustment decisions, safe correction of practice and the struggling learner versus learner in difficulty distinction.
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Target exams
RACP General PaediatricsRACP DCEMRCPCH ClinicalRCPSC Pediatrics
Prompt
Station A is a registrar who failed a difficult cannulation on a distressed toddler; the candidate must run a structured feedback conversation. Station B is a previously competent registrar who has become withdrawn and is making errors; the candidate must distinguish a learner in difficulty from a struggling learner and arrange safe supervision.
Station objectives
- Run a structured feedback conversation using ask-tell-ask within an explicit educational alliance. [6] [9]
- Give specific, behaviour-focused feedback paired with a co-created action plan. [1] [2]
- Set a defensible entrustment and supervision level for a procedural task. [8] [5]
- Distinguish a learner in difficulty from a struggling learner and arrange safe, supportive supervision. [5] [7]
References9ShowHide
- [1]Ende J Feedback in clinical medical education JAMA, 1983.PMID 6876333
- [2]Archer JC State of the science in health professional education: effective feedback Med Educ, 2010.PMID 20078761
- [3]Telio S, Regehr G, Ajjawi R The educational alliance as a framework for reconceptualizing feedback in medical education Acad Med, 2015.PMID 25406607
- [4]Rudolph JW, Simon R, Rivard P, Dufresne RL, Raemer DB Debriefing with good judgment: combining rigorous feedback with genuine inquiry Anesthesiol Clin, 2007.PMID 17574196
- [5]Kilminster S, Cottrell D, Grant J, Jolly B AMEE Guide No. 27: Effective educational and clinical supervision Med Teach, 2007.PMID 17538823
- [6]Ramani S, Krackov SK Twelve tips for giving feedback effectively in the clinical environment Med Teach, 2012.PMID 22730899
- [7]Eva KW, Armson H, Holmboe E, Lockyer J, Loney E, Mann K, Sargeant J Factors influencing responsiveness to feedback: on the interplay between fear, confidence, and reasoning processes Adv Health Sci Educ Theory Pract, 2012.PMID 21468778
- [8]Ten Cate O, Chen HC, Hoff RG, Peters H, Bok H, van der Schaaf M Curriculum development for the workplace using Entrustable Professional Activities (EPAs): AMEE Guide No. 99 Med Teach, 2015.PMID 26172347
- [9]Lockyer J, Lee-Krueger R, Armson H, et al. Application of the R2C2 Model to In-the-Moment Feedback and Coaching Acad Med, 2023.PMID 37797303