Time to Make Sense: Doctors’ and Students’ Experiences of Difficult Feedback
Our findings highlighted the temporal nature of sensemaking of difficult feedback and challenge expectations for learners to respond and commit to progress in the moment. Providing learners with time for reflection on feedback and opportunities to connect with personal and professional networks may facilitate the longitudinal sensemaking processes.
Authors
- Joanne Hilder (ORCID: https://orcid.org/0000-0001-6809-6190)
- Elizabeth Molloy (ORCID: https://orcid.org/0000-0001-9457-9348)
- Anna Ryan (ORCID: https://orcid.org/0000-0001-7458-027X)
- Leonie Griffiths (ORCID: https://orcid.org/0000-0001-6908-7827)
- Christopher Watling (ORCID: https://orcid.org/0000-0001-9686-795X)
Institutions
- The University of Melbourne (AU)
- Southern Cross University (AU)
- Royal College of Physicians and Surgeons of Canada (CA)
Publication Details
- Journal
- Perspectives on Medical Education
- Published
- 2025-01-01
- DOI
- https://doi.org/10.5334/pme.1689
- Primary Topic
- Innovations in Medical Education
- Type
- article
- Field-Weighted Citation Impact
- 0.00