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Using the ‘windows method’ for undergraduate consultation skills feedback: GP tutors’ experiences
File(s)
Author(s)
Newth, A
Easton, G
Type
Journal Article
Abstract
Fifth year medical students at our institution have consultation skills teaching sessions in small groups in which they receive feedback on videos of their consultations with simulated patients. We introduced the “windows method” (described elsewhere in this issue) as a new approach to structure feedback in these sessions. This is a small focus group study of six GP tutors designed to explore their experiences of using the windows method in this undergraduate setting. Analysis of the focus group transcript revealed six dominant themes: addressing students’ emotions explicitly, using indirect feedback to the learner, the phrasing of feedback, the need to address clinical or ethical issues, the structure of the template form, and the influence of time. Tutors felt the windows method has the potential to be a useful tool to structure feedback in the undergraduate setting, and we offer suggestions for how others might adapt the method to their own learning environment.
Date Issued
2016-09-08
Date Acceptance
2016-08-10
Citation
Education for Primary Care, 2016, 28 (2), pp.115-118
URI
DOI
ISSN
1475-990X
Publisher
Taylor & Francis
Start Page
115
End Page
118
Journal / Book Title
Education for Primary Care
Volume
28
Issue
2
Copyright Statement
© 2016 Taylor & Francis. This is an Accepted Manuscript of an article published by Taylor & Francis in Education for Primary Care on 8 Sep 2016, available online: http://www.tandfonline.com/doi/full/10.1080/14739879.2016.1228432
Subjects
Windows method
case discussion
consultation
feedback
group
medical student
postgraduate
undergraduate
video
Communication
Education, Medical, Undergraduate
Emotions
Formative Feedback
General Practice
Humans
Learning
Patient Simulation
Physician-Patient Relations
Teaching
Time Factors
Videotape Recording
1117 Public Health And Health Services
Public Health
Publication Status
Accepted