Uncovering the unknown: A grounded theory study exploring the impact of self-awareness on the culture of feedback in residency education

Subha Ramani, Karen Konings, Karen Mann, Cees van der Vleuten

    Research output: Contribution to journalArticle

    10 Citations (Scopus)

    Abstract

    Aim: Self-assessment and reflection are essential for meaningful feedback. We aimed to explore whether the well-known Johari window model of self-awareness could guide feedback conversations between faculty and residents and enhance the institutional feedback culture. Methods: We had previously explored perceptions of residents and faculty regarding sociocultural factors impacting feedback. We re-analyzed data targeting themes related to self-assessment, reflection, feedback seeking and acceptance, aiming to generate individual and institutional feedback strategies applicable to each quadrant of the window. Results: We identified the following themes for each quadrant: (1) Behaviors known to self and others–Validating the known; (2) Behaviors unknown to self but known to others–Accepting the blind; (3) Behaviors known to self and unknown to others–Disclosure of hidden; and (4) Behaviors unknown to self and others–Uncovering the unknown. Normalizing self-disclosure of limitations, encouraging feedback seeking, training in nonjudgmental feedback and providing opportunities for longitudinal relationships could promote self-awareness, ultimately expanding the “open” quadrant of the Johari window. Conclusions: The Johari window, a model of self-awareness in interpersonal communications, could provide a robust framework for individuals to improve their feedback conversations and institutions to design feedback initiatives that enhance its quality and impact.

    Original languageEnglish
    Pages (from-to)1065-1073
    Number of pages9
    JournalMedical Teacher
    Volume39
    Issue number10
    DOIs
    Publication statusPublished - 2017

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