Abstract
Training time in Trauma & Orthopaedics is pressured. In this action research project, we develop a feedback/self-reflection model for trainers and trainees, emphasising the contribution both groups make to training, to maximise cohesion and efficacy.
Starting in 2013, trainees completed anonymous feedback forms after each 6-month post. The 18-point quantitative questionnaire covers four training domains: WBA engagement, teaching/feedback, research/audit, operative training.
Consultant trainers completed a once-off corresponding 18-point self-reflection questionnaire. Additionally, trainers were asked for their expectations of and advice for trainees.
Individual trainer profiles were generated from trainee feedback questionnaires, allowing comparison between trainer-group-average, trainer-specific and trainer-self-reflection scores across 18 fields. Trainer profiles were uploaded to ISCP and used for recognition of trainer status for SOAR. This data provided basis for local service provision review with amendments to maximise training efficacy.
Results of thematic analysis of trainer feedback was shared with the trainee group. This and subsequent group self-reflection formed the basis of our ‘Trainee Charter’.
Trainee feedback illustrates high levels of satisfaction with local training (average global score 4.2/5). Strengths included ‘feedback’ and ‘operative teaching’; relative weaknesses included ‘research time’ and ‘OPD teaching’.
The ‘Trainee Charter’ details specific desirable behaviours that embody eight trainee-qualities consistently identified by trainers as important, including ‘honesty’ and ‘being organised’. The charter emphasises trainee contribution to training.
For the first time, trainers have the benefit of serial and individualised feedback. Trainees are better informed and empowered in relation to maximising their own training. Most importantly, both halves of the training-team are explicitly acknowledged.
