“It would have been more constructive if she had given me points to improve on”: Student perceptions of patient feedback in dietetics

Simone Gibson; Janeane Dart; Christie Bennett; Amanda Anderson; Fiona Kent

doi:10.11157/fohpe.v25i2.728

Authors

Simone Gibson Monash University, Australia
Janeane Dart Monash University, Australia
Christie Bennett Monash University, Australia
Amanda Anderson Monash University, Australia
Fiona Kent Monash University, Australia

DOI:

https://doi.org/10.11157/fohpe.v25i2.728

Keywords:

student perspectives, patient feedback, health professional education

Abstract

Introduction: The voice of the patient has historically been peripheral in many health professional programs.

Methods: We investigated the merit of health professional students seeking patient feedback on the effectiveness of their clinical consultations as part of usual clinical placements. Dietetic students (n = 34) formally sought patient feedback after usual consultations (n = 48) then completed a reflective feedback tool. The experience of seeking and receiving patient feedback was then explored through student written narratives, facilitated with a focus group (n = 4). The student reflective forms, and recorded and transcribed focus group, were inductively analysed for themes.

Results: Despite the positive perception of the educational task, students did not value the overwhelmingly positive feedback they received from patients, preferring more critical clinical educator feedback.

Conclusion: The lack of value attributed to patient perspectives in the learning process raises questions about the success of the current teaching of patient-centred care despite the aspiration to legitimise the patient voice as central to health professional education.

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