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 language | English |
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Pages (from-to) | 1065-1073 |
Number of pages | 9 |
Journal | Medical Teacher |
Volume | 39 |
Issue number | 10 |
DOIs | |
Publication status | Published - 2017 |
Keywords
- MULTISOURCE FEEDBACK
- MEDICAL-EDUCATION
- SEEKING BEHAVIOR
- PERFORMANCE FEEDBACK
- LEARNING-ENVIRONMENT
- MODEL
- CREDIBILITY
- PERCEPTIONS
- COMPETENCE
- REFLECTION