Teaching, supervision and feedback in paediatrics — branching viva

Branching structured oral on the definition of feedback, the educational alliance, structured feedback models, debriefing with good judgment, entrustment and EPAs, unsafe practice, and the struggling learner versus the learner in difficulty across paediatric settings.

branching clinical structured oral3 min readVerification in progress

Prompt

You are the paediatric consultant supervising registrars and students across a ward, clinic and simulation suite. The examiner probes the theory and the limits of teaching, supervision and feedback: what feedback actually is, why it fails, how you structure it, how you supervise safely, and how you handle the learner who is deteriorating.

Stem

You are the paediatric consultant responsible for teaching, supervision and feedback across a ward, clinic and simulation suite. The examiner will challenge the theory and the limits of each. ^[2] ^[5]

References9Show

[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

Teaching, supervision and feedback in paediatrics — branching viva

branching clinical structured oral3 min readVerification in progress

Stem

References9Show

[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