'I'm never going to change unless someone tells me i need to': Fostering feedback dialogue between general practice supervisors and registrars

Abstract

Feedback is often unidirectional and focused on learners receiving feedback. Learning relationships are viewed as influential to promoting feedback dialogue. The aim of this study was to explore factors that facilitate or impede feedback between general practice supervisors and registrars. An in-depth qualitative study was conducted. Data collection featured semistructured interviews with registrars (n = 9) and supervisors (n = 5). Interviews were audio recorded and analysed interpretatively. Feedback was affected by personal (i.e. resilience, humility), relational (i.e. strength of supervisory relationship, power differentials) and contextual (i.e. culture) factors. Registrars are not accus..