Actual and Perceived Feedback Delivery During Athletic Training Clinical Education With and Without the Use of Bug-in-Ear Technology

BACKGROUND: Effective feedback delivered to students during clinical education experiences is important to their development as healthcare providers. However, preceptors describe challenges with providing effective feedback. Researchers in teacher education have successfully used bug-in-ear technolo...

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Bibliographic Details
Published in:Journal of allied health 2019-04, Vol.48 (1), p.38-45
Main Author: Nottingham, Sara L.
Format: Article
Language:English
Subjects:
Ambulatory care
Clinical Experience
Communication
Data Analysis
Data collection
Ear
Education
Educational technology
Experiential Learning
Feedback
Learning
Medical research
Medical students
Perceptions
Physical Education
Qualitative research
RESEARCH ARTICLE
Researchers
Skills
Sports training
Student attitudes
Student organizations
Student teachers
Students
Studies
Supervision
Supervisors
Teacher education
Teacher Educators
Teachers
Teaching
Technology utilization
Training
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Summary:BACKGROUND: Effective feedback delivered to students during clinical education experiences is important to their development as healthcare providers. However, preceptors describe challenges with providing effective feedback. Researchers in teacher education have successfully used bug-in-ear technology, or two-way radios, to improve feedback in clinical fieldwork environments. OBJECTIVE: To examine actual and perceived feedback delivery by athletic training preceptors with and without the use of bug-in-ear technology. PROCEDURES: This qualitative study included 13 athletic training students and 8 preceptor volunteers from three athletic training programs. Four days of observations were conducted for each preceptor-student group, 2 days without and 2 days with bug-in-ear technology. Participants were then interviewed about their experiences. Use of peer-review, triangulation, and member checking improved trustworthiness of the study. RESULTS: Preceptors provided corrective and confirming feedback along with instruction. Most feedback provided by preceptors is focused on their clinical skill performance. Lastly, participants perceived a change in feedback with bug-in-ear technology, but no changes were observed. CONCLUSIONS: Preceptors should be encouraged to continue delivering feedback that confirms and corrects behavior, prompts instruction, and helps with skill performance. Although bug-in-ear technology did not increase feedback delivery, participants perceived a positive change with the technology and no negative impacts were observed. J Allied Health 2019; 48(1):38-45.
ISSN:0090-7421
1945-404X