Evidence-Informed Facilitated Feedback: The R2C2 Feedback Model
Joan Sargeant,
Heather Armson,
Erik Driessen,
Eric Holmboe,
Karen Könings,
Jocelyn Lockyer,
Lorna Lynn,
Karen Mann,
Kathryn Ross,
Ivan Silver,
Sophie Soklaridis,
Andrew Warren,
Marygrace Zetkulic,
Michelle Boudreau,
Cindy Shearer
Affiliations
Joan Sargeant
1 Professor, Dalhousie University Faculty of Medicine; Head of Division Division of Medical Education, Dalhousie University Faculty of Medicine
Heather Armson
2 Assistant Dean, Department of Continuing Professional Development, University of Calgary Cumming School of Medicine; Associate Professor Department of Family Medicine, University of Calgary Cumming School of Medicine
Erik Driessen
3 Professor of Medical Education, Maastricht University; Chair Department of Educational Development and Research, Faculty of Health, Medicine, and Life Sciences, Maastricht University
Eric Holmboe
4 Senior Vice President Milestones Development and Evaluation, Accreditation Council for Graduate Medical Education
Karen Könings
5 Assistant Professor Department of Educational Development and Research, Faculty of Health, Medicine, and Life Sciences, Maastricht University
Jocelyn Lockyer
6 Professor, Department of Community Health Sciences, University of Calgary; Senior Associate Dean of Education, University of Calgary Cumming School of Medicine
Lorna Lynn
7 Director Department of Assessment and Research, American Board of Internal Medicine
Karen Mann
8 Professor Emeritus Division of Medical Education, Dalhousie University Faculty of Medicine
Kathryn Ross
9 Research Associate Department of Assessment and Research, American Board of Internal Medicine
Ivan Silver
10 Vice-President of Education, Centre for Addiction and Mental Health; Professor Department of Psychiatry, University of Toronto Faculty of Medicine
Sophie Soklaridis
11 Scientist, Centre for Addiction and Mental Health; Head of Research, Innovation, and Scholarship in Education Division of Psychotherapies, Humanities, and Education Scholarship, Department of Psychiatry, University of Toronto Faculty of Medicine
Andrew Warren
12 Associate Professor of Pediatrics, Dalhousie University Faculty of Medicine; Associate Dean of Post Graduate Medical Education, Dalhousie University Faculty of Medicine
Marygrace Zetkulic
13 Associate Program Director Department of Internal Medicine, Saint Peters Hospital, Rutgers New Jersey Medical School
Michelle Boudreau
14 Evaluation Specialist Continuing Professional Development Office, Dalhousie University Faculty of Medicine
Cindy Shearer
15 Evaluation Coordinator Postgraduate Medical Education, Dalhousie University Faculty of Medicine
Abstract Introduction While feedback continues to pose challenges, new understanding is emerging. Feedback is now being seen as an interaction in which learner engagement, supportive relationships, reflection, and cooperative planning are important. In response and through research, we developed and tested the R2C2 model and teaching materials to support its use. Methods R2C2 is an evidence-based reflective model for providing assessment feedback. It includes four phases: (1) relationship building, (2) exploring reactions to the feedback, (3) exploring understanding of feedback content, and (4) coaching for performance change. It provides a strategy for facilitating feedback conversations that promote engagement with performance data and enable coaching for improvement. This package of educational materials includes paper-based and video resources designed to support interactive learning and skills development in facilitating feedback and coaching. Specific strategies are described and demonstrated for each phase of the R2C2 model and include a learning change template for the coaching phase. Resources can be used by an individual or group. A workshop outline with presentation slides and a practice scenario are also included. Results Through research, invited and peer-reviewed presentations, and feedback from colleagues who have used the materials and the R2C2 model, we have learned that the model is intuitive and easy to use, that it can engage the learner and support coaching, and that the educational materials are clear and useful. Discussion The model is intuitive, especially within competency-based education, is easy to follow, and makes sense to faculty, which makes it easy to implement in most programs.
