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Staging a performance: learners’ perceptions about direct observation during residency
Author(s) -
LaDonna Kori A,
Hatala Rose,
Lingard Lorelei,
Voyer Stephane,
Watling Christopher
Publication year - 2017
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1111/medu.13232
Subject(s) - medical education , perception , residency training , psychology , educational measurement , medline , medicine , curriculum , pedagogy , political science , neuroscience , law , continuing education
Context Evidence strongly supports that direct observation is a valid and reliable assessment tool; support for its impact on learning is less compelling, and we know that some learners are ambivalent about being observed. However, learners’ perceptions about the impact of direct observation on their learning and professional development remain underexplored. To promote learning, we need to understand what makes direct observation valuable for learners. Methods Informed by constructivist grounded theory, we interviewed 22 learners about their observation experiences. Data collection and analysis occurred iteratively; themes were identified using constant comparative analysis. Results Direct observation was widely endorsed as an important educational strategy, albeit one that created significant anxiety. Opaque expectations exacerbated participants’ discomfort, and participants described that being observed felt like being assessed. Consequently, participants exchanged their ‘usual’ practice for a ‘textbook’ approach; alterations to performance generated uncertainty about their role, and raised questions about whether observers saw an authentic portrayal of their knowledge and skill. Conclusion An ‘observer effect’ may partly explain learners’ ambivalence about direct observation; being observed seemed to magnify learners’ role ambiguity, intensify their tensions around professional development and raise questions about the credibility of feedback. In turn, an observer effect may impact learners’ receptivity to feedback and may explain, in part, learners’ perceptions that useful feedback is scant. For direct observation to be valuable, educators must be explicit about expectations, and they must be aware that how learners perform in the presence of an observer may not reflect what they do as independent practitioners. To nurture learners’ professional development, educators must create a culture of observation‐based coaching that is divorced from assessment and is tailored to developing learners’ identities as practitioners of both the art and the science of medicine.