The field of medical education continuously evolves, driven by a desire to enhance teaching methodologies and strengthen the competencies of healthcare professionals. A particularly fascinating research study explored the experiences of near-peer supervisors as they transitioned from providing written feedback to delivering oral interactive feedback. This qualitative interview study, conducted by a team of scholars, revealed insights into the transformative processes that supervisors undergo, highlighting the nuances of their development in the supervisor role.
In the realm of education, particularly within clinical settings, feedback plays a pivotal role. It’s not merely a tool for assessment; rather, it serves as a vital component in shaping the learning environment and influencing student outcomes. Traditionally, much of this feedback was delivered in written form, which often lacked the immediacy and personal touch that oral interactions can provide. The shift to oral feedback, especially in a near-peer context, offers a dynamic platform for enhanced communication and engagement between supervisors and students.
The interviews conducted in this study illuminated various dimensions of the supervisors’ experiences. Many participants articulated the challenges they faced in adapting their feedback styles. For instance, they recognized that oral feedback requires spontaneity, confidence, and the ability to foster a supportive dialogue—a stark contrast to the more structured and often static nature of written comments. This transition is not merely about altering the mode of communication; it entails a fundamental change in how feedback is perceived and utilized in the educational process.
Moreover, the supervisors discussed the emotional aspects involved in delivering feedback. The participants expressed concerns about their own authority and the impact their feedback might have on students’ self-esteem and motivation. This uncertainty can be particularly pronounced among near-peer supervisors who, while possessing relevant experience, may lack the confidence that comes with more seasoned educators. These insights underscore the complex interplay of personal and professional growth that characterizes the journey of a near-peer supervisor.
In addition to the emotional challenges, the study also highlighted the significant learning opportunities that arise from engaging in oral feedback exchanges. Many interviewees noted that this interactive approach encourages a two-way dialogue rather than a one-dimensional critique. As supervisors offered oral feedback, they found themselves better able to gauge students’ reactions and adapt their guidance on the fly. This responsiveness not only enhances the feedback process but also fosters a deeper connection between supervisors and their students.
Furthermore, the process of providing oral feedback can catalyze significant self-reflection among supervisors. As they articulate their thoughts and observations in real-time, they often confront their biases and assumptions, leading to greater self-awareness and professional development. The study revealed that near-peer supervisors frequently found themselves reassessing their own clinical experiences and pedagogical approaches, which in turn strengthened their instructional capabilities.
An interesting aspect of this research is the recognition that the dynamics of peer relationships play a crucial role in the effectiveness of feedback. Near-peer supervisors—typically those only a few years ahead in their training—often have a unique rapport with their students, characterized by shared experiences and relatable challenges. This familiarity can foster a more comfortable atmosphere for students, making them more receptive to feedback. The supervisors’ insights highlight the importance of leveraging these peer relationships to improve educational outcomes.
Moreover, the study commented on the importance of training for near-peer supervisors. Many participants emphasized that a lack of formal training in providing feedback can exacerbate their anxieties and hinder their development. The researchers advocated for the implementation of structured training programs that equip supervisors with effective communication strategies tailored to oral feedback scenarios. Such initiatives could empower near-peer supervisors, enhancing not only their confidence but also their effectiveness in fostering student growth.
As medical schools and training programs consider the implications of this research, it becomes evident that embracing oral interactive feedback could yield substantial benefits. The findings advocate for a cultural shift within academic institutions, encouraging them to promote oral feedback as a standard practice. By integrating this method into the fabric of medical education, institutions could significantly enhance the quality of learning experiences for both supervisors and students.
In light of these findings, it is crucial to recognize the potential obstacles that may impede the successful implementation of oral feedback approaches. Overcoming institutional resistance, addressing continuity in training programs, and ensuring that supervisors have access to necessary resources are all vital steps toward fostering an environment conducive to these transformative practices. This research serves as a catalyst for further exploration into feedback methodologies, encouraging ongoing dialogue about best practices in medical education.
In conclusion, the exploration of near-peer supervisors’ experiences navigating the transition from written to oral interactive feedback presents compelling insights into the complexities of medical education. By understanding the personal and emotional dimensions of feedback delivery, as well as the pedagogical dynamics at play, educators can begin to reshape their approaches to enhance the learning experiences of future healthcare professionals. The findings underline the importance of ongoing research in this area, silencing doubts about the efficacy of oral feedback while amplifying its potential benefits—a valuable contribution to the evolving discourse in medical education.
While the study’s authors have paved the way for greater understanding of this critical aspect of educational interaction, the field must continue to evolve. The insights gleaned from the challenges and triumphs faced by near-peer supervisors should inspire further investigations. The ultimate goal is to foster a nurturing educational environment where feedback—both written and oral—can flourish, ultimately leading to superior training and excellence in healthcare delivery.
Subject of Research: Near-peer supervisors’ experiences in feedback delivery within medical education.
Article Title: How near-peer supervisors experience their own development in the supervisor role when shifting from written to oral interactive feedback: a qualitative interview study.
Article References:
Flankegård, A.V., Knutsen, J.S., Valestrand, E.A. et al. How near-peer supervisors experience their own development in the supervisor role when shifting from written to oral interactive feedback: a qualitative interview study.
BMC Med Educ 25, 1168 (2025). https://doi.org/10.1186/s12909-025-07798-0
Image Credits: AI Generated
DOI: 10.1186/s12909-025-07798-0
Keywords: near-peer supervision, oral feedback, written feedback, medical education, qualitative study, peer relationships, supervisor development.
