Challenges in engaging patients in feedback conversations for health care professionals' workplace learning

• Published in: Medical education 2024-08, Vol.58 (8), p.970-979
• Main Authors: Sehlbach, Carolin, Bosveld, Matthijs H., Romme, Sjim, Nijhuis, Marieke A., Govaerts, Marjan J. B., Smeenk, Frank W. J. M.
• Format: Article
• Language: English
• Subjects: Contingent fees; Feedback; Medical education; Medical personnel; Patients; Power
• ISSN: 0308-0110; 1365-2923; 1365-2923
• DOI: 10.1111/medu.15313

Introduction Patient feedback is relevant information for improvement of health care professionals' performance. Engaging patients in feedback conversations can help to harness patient feedback as a powerful tool for learning. However, health care settings may prevent patients and health care professionals to effectively engage in a feedback dialogue. To advance our understanding of how feedback conversations may support learning in and from practice, we sought to explore patients' and health care providers' perspectives on engaging patients in feedback conversations as informal learning opportunities. Methods For this qualitative study, we used a pragmatic approach and conducted semi‐structured interviews with 12 health care providers and 10 patient consultants. We applied an inductive approach to thematic analysis to understand interviewees' perceptions regarding patient feedback for workplace learning. Results Participants attributed importance to patient feedback and described how the feedback may improve treatment relationships, professionals' performance and care processes on the team level and the organisational level. Participants experienced conflicting roles as patient and educator or expert and learner, respectively. Changing relationships, feelings of vulnerability and perceived power dynamics in treatment relationships would affect participants' engagement in feedback conversations. Patients and professionals alike saw a role for themselves in giving or inviting feedback but often missed the tools for engaging in feedback conversations. Discussion Patient feedback can contribute to professionals' practice‐based learning but requires navigating tensions around conflicting roles and power dynamics in the treatment relationship. Both patients and health care professionals need to embrace vulnerability and may need facilitation and guidance to use patient feedback effectively. Attention to power dynamics, if not a shift towards collaborative relationships, is however crucial to engage patients in feedback conversations, thereby capitalising the power patients posses. While feedback conversations can contribute to professionals’ workplace learning, this study highlights how tensions around conflicting roles and power dynamics in the professional‐patient relationship must be navigated.