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the ‘positive peer’ and the ‘negative peer’ regarding their respective incongruent and congruent feedback and between the degree of updating. Concerning the analyses based on the indicated feedback expectations, we observed effects of the sender ( F (1,39) = 4.08, p = 0.050, η P 2 = 0.095), and of feedback type ( F (2,... | https://pmc.ncbi.nlm.nih.gov/articles/PMC11876303/ | How positive and negative feedback following real interactions changes subsequent sender ratings - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.354 | 0.726 | [] | 452 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.243685 | [
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n ( F (2,78) * = 1.74, p = 0.183, η P 2 = 0.043). Post-hoc tests showed a larger positive amplitude for worse feedback than congruent feedback ( t (39) = 3.49, p holm = 0.002, Cohen’s d = 0.316) and better as compared to congruent feedback ( t (39) = 4.63, p holm < 0.001, Cohen’s d = 0.419). There were no differences b... | https://pmc.ncbi.nlm.nih.gov/articles/PMC11876303/ | How positive and negative feedback following real interactions changes subsequent sender ratings - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.518 | 0.62 | [] | 419 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.243780 | [
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(39) = 1.14, p holm = 0.260, Cohen’s d = 0.103). Concerning the updating analyses, the LPP revealed a significant main effect for the degree of updating ( F (2,78) = 5.79, p = 0.005, η P 2 = 0.129, see Fig. 5 C). A larger positivity was observed for feedback trials, after which participants changed the evaluation by tw... | https://pmc.ncbi.nlm.nih.gov/articles/PMC11876303/ | How positive and negative feedback following real interactions changes subsequent sender ratings - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.529 | 0.72 | ["crisis"] | 458 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.243848 | [
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(39) = 3.38, p holm = 0.003, Cohen’s d = 0.191). The contrast between updating1 and updating 0 was not significant ( t (39) = 1.32, p holm = 0.190, Cohen’s d = 0.075), similar between updating > 1 and updating 1 ( t (39) = 2.05, p holm = 0.087, Cohen’s d = 0.116). Discussion Social feedback is everywhere 78 . Positive ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC11876303/ | How positive and negative feedback following real interactions changes subsequent sender ratings - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.382 | 0.708 | ["family", "philosophy"] | 431 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.243914 | [
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even including motor development in children 80 . Positive feedback can aid cognitive and social development, foster a positive self-concept, support mental health, and enhance performance in both educational and professional settings, while negative social feedback also has manifold detrimental effects. This study tes... | https://pmc.ncbi.nlm.nih.gov/articles/PMC11876303/ | How positive and negative feedback following real interactions changes subsequent sender ratings - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.429 | 0.826 | ["education", "career", "family", "philosophy"] | 473 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.248042 | [
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affect ERPs to feedback and behavioral responses. This included the change in feedback expectations and sender-related trait ratings. We observed the predicted general change in feedback expectations and the ratings of the senders following their respective positive or negative feedback. Interestingly, trait ratings fo... | https://pmc.ncbi.nlm.nih.gov/articles/PMC11876303/ | How positive and negative feedback following real interactions changes subsequent sender ratings - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.533 | 0.842 | [] | 511 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.248115 | [
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the self-view and with the participants’ feedback expectations. We observed no differences between the peer senders and feedback congruence on early ERPs, while expectation congruence modulated the FRN component, with a larger negativity for feedback being worse than expected. During the LPP, we observed that incongrue... | https://pmc.ncbi.nlm.nih.gov/articles/PMC11876303/ | How positive and negative feedback following real interactions changes subsequent sender ratings - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.358 | 0.842 | [] | 493 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.248165 | [
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he peers was related to increased LPP amplitudes. We tested for the first time how social evaluative feedback changes the expectation and evaluation of traits associated with the sender. Most importantly, concerning other-related updates, some accounts speak for a stronger impact of positive information, which is typic... | https://pmc.ncbi.nlm.nih.gov/articles/PMC11876303/ | How positive and negative feedback following real interactions changes subsequent sender ratings - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.535 | 0.846 | ["philosophy"] | 494 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.248225 | [
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that emerged already in the first feedback block. We find that the positive and negative peer are rated over time more positively and negatively, according to their feedback behavior. While trait-related feedback has not been examined in this aspect, similar effects were reported observed in studies on social evaluativ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC11876303/ | How positive and negative feedback following real interactions changes subsequent sender ratings - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.431 | 0.864 | [] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.248269 | [
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taway task when receiving positive feedback 10 , 84 . Other correlational approaches show positively biased memory traces for positive feedback or for supposed senders of positive feedback 14 , 85 , 86 . We find that trait ratings were changing both for the positive and negative sender. Here, a recent publication sugge... | https://pmc.ncbi.nlm.nih.gov/articles/PMC11876303/ | How positive and negative feedback following real interactions changes subsequent sender ratings - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.552 | 0.84 | [] | 443 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.248353 | [
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unctional depending on behavioral adaptation 87 . Behavioral adaptation in our study could be framed by the re-rating of the sender and showing reciprocity by increasing one’s ratings in a positive direction by positive feedback 10 or decreasing ratings after negative feedback 13 – 16 . It would be interesting to test ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC11876303/ | How positive and negative feedback following real interactions changes subsequent sender ratings - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.525 | 0.856 | ["education"] | 511 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.248455 | [
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ly decreasing own ratings of the feedback-sender, as in our study. Negative social evaluative feedback is related to negative affect 88 , decreases in mood and self-esteem 89 , 90 , and psychiatric disorders, such as depression and anxiety 91 , 92 . Furthermore, we tested for changes in feedback expectations. Here, ini... | https://pmc.ncbi.nlm.nih.gov/articles/PMC11876303/ | How positive and negative feedback following real interactions changes subsequent sender ratings - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.355 | 0.858 | ["ethics", "education"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.248509 | [
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indings for healthy participants in other research paradigms 17 , 19 , 20 . Concerning the change in feedback expectations, we found the ‘positive peer’ differentiation during the first block compared to the ‘computer’ but not against the other peer. More positive feedback was expected for the ‘positive peer’ from the ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC11876303/ | How positive and negative feedback following real interactions changes subsequent sender ratings - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.564 | 0.832 | ["war_conflict"] | 423 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.248569 | [
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ent than for the other-rating updating processes. Feedback has been suggested to fulfill the psychological need to belong to a social group crucial to survival in the past 1 . Humans seek positive evaluative feedback, as it increases positive affect 93 , self-efficacy 94 , resilience 95 , and feelings of competence and... | https://pmc.ncbi.nlm.nih.gov/articles/PMC11876303/ | How positive and negative feedback following real interactions changes subsequent sender ratings - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.424 | 0.864 | [] | 499 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.248644 | [
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es explicit attention to update the other person. Some research has shown that self- vs. other-related learning seems to differ, at least in social evaluative tasks where socially anxious participants showed distorted self-related learning but no deficits in learning about other persons’ behavior 91 . Concerning the co... | https://pmc.ncbi.nlm.nih.gov/articles/PMC11876303/ | How positive and negative feedback following real interactions changes subsequent sender ratings - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.54 | 0.846 | ["education"] | 493 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.248726 | [
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, but during mid-latency time windows (EPN, FRN). EPN effects for self-view incongruence differed between the two peer senders, while post-hoc comparisons were insignificant. In contrast, we observed that the FRN was not affected by the self-view congruence but by incongruence with the participants’ feedback expectatio... | https://pmc.ncbi.nlm.nih.gov/articles/PMC11876303/ | How positive and negative feedback following real interactions changes subsequent sender ratings - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.404 | 0.838 | [] | 458 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.248787 | [
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l evaluative feedback studies have also shown 8 . However, one should interpret this selectivity for worse feedback cautiously since both unexpected worse and better feedback within the negative peer elicited similar increases in the FRN amplitude, as some views related the FRN more to the expectedness of outcomes 57 ,... | https://pmc.ncbi.nlm.nih.gov/articles/PMC11876303/ | How positive and negative feedback following real interactions changes subsequent sender ratings - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.437 | 0.848 | ["crisis"] | 445 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.248847 | [
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based on the least trial numbers (see Table 2 ). There was no significant interaction, while descriptively, FRN differences between unexpected feedback conditions differed between the peers. Specifically, the rather frequent ‘better than expected’ feedback from the ‘positive peer’ elicited no FRN modulation. It may be ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC11876303/ | How positive and negative feedback following real interactions changes subsequent sender ratings - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.39 | 0.83 | ["crisis"] | 462 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.248936 | [
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e indeed already expected more positive feedback. During the late processing stages, participants generally showed larger LPP amplitudes to incongruent feedback. This was observed both for the self-view and the feedback expectations. These analyses within the two peer senders showed that incongruent (i.e., positive or ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC11876303/ | How positive and negative feedback following real interactions changes subsequent sender ratings - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.555 | 0.84 | ["networking"] | 510 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.249205 | [
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tionally, we tested ERP-behavioral relationships. Here, trials in which participants substantially changed their ratings correlated with the LPP. We observed an increased LPP amplitude for larger changes of the peer senders (i.e., trials with a difference of more than one point). This is interesting, as, so far, a rela... | https://pmc.ncbi.nlm.nih.gov/articles/PMC11876303/ | How positive and negative feedback following real interactions changes subsequent sender ratings - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.546 | 0.832 | ["crisis", "networking"] | 425 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.249438 | [
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back and behaviour has rarely been made 84 , 85 . One study correlated ERPs during social evaluative feedback and subsequent memory performance measures, showing a moderate relationship between slow wave amplitudes and a more liberal memory bias for previous positive social evaluative feedback 85 . These reports, toget... | https://pmc.ncbi.nlm.nih.gov/articles/PMC11876303/ | How positive and negative feedback following real interactions changes subsequent sender ratings - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.566 | 0.852 | ["networking", "economy", "education", "philosophy"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.249553 | [
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and updating processes are suggested to take place 27 . While the observed relationship between LPP amplitudes during feedback and following rating patterns is only correlational, it seems an interesting starting point for future studies. Finally, we confirmed that the attributed social evaluative sender relevance incr... | https://pmc.ncbi.nlm.nih.gov/articles/PMC11876303/ | How positive and negative feedback following real interactions changes subsequent sender ratings - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.361 | 0.848 | ["networking"] | 467 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.249731 | [
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upplementary Figs. S1 and S2 ) 8 , 29 , 53 , 54 . A caveat of interpreting the early effects here is that our study provided participants with important context information in advance. The information per mini-block, in which the sender would provide feedback, enabled the preparation for feedback within the more releva... | https://pmc.ncbi.nlm.nih.gov/articles/PMC11876303/ | How positive and negative feedback following real interactions changes subsequent sender ratings - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.424 | 0.864 | ["philosophy", "education"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.249836 | [
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feedback information also leads to higher complexity of information integration that may delay modulations 29 , 53 – 55 . Constraints of generality and outlook Our design is based on real-life interactions between the participant and two unknown peers, with some limitations in the current design, including the real int... | https://pmc.ncbi.nlm.nih.gov/articles/PMC11876303/ | How positive and negative feedback following real interactions changes subsequent sender ratings - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.396 | 0.852 | ["philosophy", "interview"] | 511 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.251162 | [
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en all partners and lacking precise control over the impressions participants made and received. This ensured high ecological validity, and no participant doubted its veracity. Secondly, the short time delay between the other evaluation and re-evaluation prevented memory distortions and prevented the peers from chattin... | https://pmc.ncbi.nlm.nih.gov/articles/PMC11876303/ | How positive and negative feedback following real interactions changes subsequent sender ratings - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.591 | 0.848 | [] | 502 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.251252 | [
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degree of other updates might be underestimated. This is particularly important in relation to predominantly positive feedback from a sender without the direct equivalent of negative feedback, as overly positive feedback might influence the degree of positive self-disclosure in healthy individuals 98 . On the other han... | https://pmc.ncbi.nlm.nih.gov/articles/PMC11876303/ | How positive and negative feedback following real interactions changes subsequent sender ratings - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.381 | 0.838 | [] | 449 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.251303 | [
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ases when negative feedback is not submitted 99 . Furthermore, understanding changes in expectations on the one hand and changes in the other-views and self-view would be highly interesting to study in different patient samples to understand the origin and consequences of pathological processes. Conclusion The current ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC11876303/ | How positive and negative feedback following real interactions changes subsequent sender ratings - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.529 | 0.852 | ["education"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.251358 | [
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differences in feedback expectations for the two peers. Other-view updating and feedback ratings were more positive for the positive sender and negative for the negative sender. We observed the earliest ERP modulations for incongruent feedback with the self-view (EPN) and the feedback expectation (FRN) during the mid-l... | https://pmc.ncbi.nlm.nih.gov/articles/PMC11876303/ | How positive and negative feedback following real interactions changes subsequent sender ratings - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.353 | 0.846 | ["economy"] | 511 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.251427 | [
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ms, as larger changes in the other-view were also related to larger LPP amplitudes. Final | https://pmc.ncbi.nlm.nih.gov/articles/PMC11876303/ | How positive and negative feedback following real interactions changes subsequent sender ratings - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.496 | 0.58 | [] | 89 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.251474 | [
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J Grad Med Educ . 2017 Apr;9(2):171–172. doi: 10.4300/JGME-D-17-00040.1 Feedback: The Need for Meaningful Conversations Christopher J Harrison Christopher J Harrison , MB ChB, MSc, FRCGP Find articles by Christopher J Harrison 1, ✉ Author information Copyright and License information 1 Christopher J. Harrison, MB ChB, ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC5398133/ | Feedback: The Need for Meaningful Conversations - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.524 | 0.684 | ["education", "philosophy", "interview"] | 479 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.473185 | [
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d Kingdom. ✉ Corresponding author: Christopher J. Harrison, MB ChB, MSc, FRCGP, Keele University School of Medicine, David Weatherall Building, Room 1.25, Staffordshire ST5 5BG United Kingdom, c.j.harrison@keele.ac.uk ✉ Corresponding author. Accreditation Council for Graduate Medical Education 2017 PMC Copyright notice... | https://pmc.ncbi.nlm.nih.gov/articles/PMC5398133/ | Feedback: The Need for Meaningful Conversations - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.515 | 0.696 | ["education", "interview"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.473332 | [
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of our most powerful tools for changing future performance. Yet it often fails to reach its potential. Why is that? Supervisors find feedback to be a complex process. 1 On the one hand, they want to improve learners' future performance. On the other, they want to build learners' confidence and fear being perceived as u... | https://pmc.ncbi.nlm.nih.gov/articles/PMC5398133/ | Feedback: The Need for Meaningful Conversations - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.412 | 0.694 | ["philosophy", "war_conflict"] | 435 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.473394 | [
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hought of feedback as a unidirectional monologue. However, the importance of creating a dialogue between supervisor and learner is increasingly recognized. 2 In an interesting article in this issue of the Journal of Graduate Medical Education , Sargeant and colleagues 3 build on the emerging evidence regarding effectiv... | https://pmc.ncbi.nlm.nih.gov/articles/PMC5398133/ | Feedback: The Need for Meaningful Conversations - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.399 | 0.822 | ["education", "philosophy"] | 418 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.473601 | [
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rmed R2C2 feedback model in a real-world setting. R2C2 stands for rapport and R elationship building, exploring R eactions to feedback, exploring feedback C ontent, and C oaching for change. They found that supervisors used all 4 phases of the model and valued the structured format. Supervisors also made good use of op... | https://pmc.ncbi.nlm.nih.gov/articles/PMC5398133/ | Feedback: The Need for Meaningful Conversations - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.449 | 0.84 | ["philosophy"] | 457 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.473677 | [
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sidents felt engaged in the feedback discussions. Both supervisors and residents found the coaching phase the most useful part, as it encouraged collaboration in order to develop specific plans for change. This study made me reflect on the comparisons between feedback and other communication skills, such as breaking ba... | https://pmc.ncbi.nlm.nih.gov/articles/PMC5398133/ | Feedback: The Need for Meaningful Conversations - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.482 | 0.828 | ["communication", "education", "economy", "rhetoric"] | 424 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.473755 | [
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nd students who are learning to communicate well. The R2C2 model has a number of similarities with the SPIKES model for breaking bad news, which has been shown to be helpful for improving clinicians' confidence in this area. 4 As with breaking bad news, a feedback discussion needs to be handled carefully. Both models e... | https://pmc.ncbi.nlm.nih.gov/articles/PMC5398133/ | Feedback: The Need for Meaningful Conversations - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.428 | 0.86 | ["communication", "salary", "education", "philosophy"] | 488 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.473808 | [
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eactions to the information that has been shared. Finally, participants collectively agree to an action plan. When a breaking bad news interaction goes well, it is because it's a meaningful conversation rather than a hastily delivered monologue from a clinician who is afraid to be drawn into difficult areas. Sargeant e... | https://pmc.ncbi.nlm.nih.gov/articles/PMC5398133/ | Feedback: The Need for Meaningful Conversations - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.511 | 0.858 | ["crisis", "philosophy"] | 499 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.473993 | [
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f discussions just to check off the feedback box. Supervisors' busy schedules make it challenging to carve out enough minutes in the day for feedback, but, as with breaking bad news, it is time well spent. Therefore, it is very likely that using this model will help supervisors to be more confident in having feedback c... | https://pmc.ncbi.nlm.nih.gov/articles/PMC5398133/ | Feedback: The Need for Meaningful Conversations - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.457 | 0.868 | [] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.474036 | [
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instead, view themselves as participants in a conversation. Of course, problems with feedback do not always lie with the supervisor. Learners are not necessarily always receptive to the feedback, as feedback that is not aligned with their own self-assessment risks being ignored. 5 Residents also need to be encouraged t... | https://pmc.ncbi.nlm.nih.gov/articles/PMC5398133/ | Feedback: The Need for Meaningful Conversations - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.4 | 0.856 | [] | 489 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.474087 | [
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ntly and is a fruitful topic for future research. It would, however, be very naïve to assume that a single meaningful feedback conversation is all that is needed to send a resident off on the right track. Primary care physicians have long recognized the importance of a long-term, therapeutic relationship between a doct... | https://pmc.ncbi.nlm.nih.gov/articles/PMC5398133/ | Feedback: The Need for Meaningful Conversations - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.407 | 0.858 | ["networking"] | 474 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.474226 | [
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ime to develop between a clinician and a patient. As a result of this trust, physicians can safely challenge inappropriate patient expectations without harming the doctor-patient relationship. Similarly, the importance of long-term mentoring in feedback is receiving increasing attention. A recent study 7 demonstrated t... | https://pmc.ncbi.nlm.nih.gov/articles/PMC5398133/ | Feedback: The Need for Meaningful Conversations - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.448 | 0.834 | ["crisis", "networking", "governance", "education"] | 478 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.474298 | [
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fely challenge learners' flawed self-assessments. Sargeant and colleagues 3 rightly highlight the importance of the coaching stage in order to bring about meaningful change. For coaching to work, we need to recognize the importance of developing a culture and climate that is receptive to feedback. 8 Medicine as a field... | https://pmc.ncbi.nlm.nih.gov/articles/PMC5398133/ | Feedback: The Need for Meaningful Conversations - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.432 | 0.848 | ["crisis", "networking", "governance"] | 475 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.474349 | [
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hip between these 2 roles is often an uneasy one. 9 Although this is how medicine's culture has evolved, it does not necessarily always have to be this way. Music and sports, for example, have very different coaching cultures. Typically, music teachers and sports coaches work with their trainees over many years. The co... | https://pmc.ncbi.nlm.nih.gov/articles/PMC5398133/ | Feedback: The Need for Meaningful Conversations - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.402 | 0.836 | ["philosophy"] | 420 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.474395 | [
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the trainee to ever-higher levels of performance. Moreover, the trainee seems more receptive to critically constructive feedback than is often the case in medicine. 10 However, this analogy can only be stretched so far. Music teachers and sports coaches are only accountable to their students, whereas medical supervisor... | https://pmc.ncbi.nlm.nih.gov/articles/PMC5398133/ | Feedback: The Need for Meaningful Conversations - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.405 | 0.858 | ["philosophy"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.474442 | [
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and importance of the former can easily overwhelm our attempts to attend properly to the latter. As Sargeant et al 3 point out, supervisors' busy clinical schedules was a limiting factor for recruitment into the study. Just as relationship continuity is challenging to achieve in clinical practice, 6 achieving it in a r... | https://pmc.ncbi.nlm.nih.gov/articles/PMC5398133/ | Feedback: The Need for Meaningful Conversations - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.556 | 0.83 | ["crisis", "networking", "education", "philosophy"] | 412 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.474610 | [
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fficulty, as Sargeant and colleagues 3 highlight. However, personal experience in a clinical setting tells us that it is 1 of the most rewarding aspects of clinical care. Rearranging residency programs to improve supervisor-resident continuity will require a paradigm shift in thinking. However, the benefits are likely ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC5398133/ | Feedback: The Need for Meaningful Conversations - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.349 | 0.836 | ["salary", "war_conflict", "education"] | 445 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.474690 | [
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arning and feedback process much more meaningful. More importantly, this change should benefit patients as they ultimately stand to gain the most from supervisors and residents engaging more effectively with feedback. References 1. Kogan JR, Conforti LN, Bernabeo EC, et al. Faculty staff perceptions of feedback to resi... | https://pmc.ncbi.nlm.nih.gov/articles/PMC5398133/ | Feedback: The Need for Meaningful Conversations - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.422 | 0.71 | [] | 475 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.474750 | [
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Adv Health Sci Educ Theory Pract . 2019 Apr 2;24(3):577–594. doi: 10.1007/s10459-019-09887-4 Using conversation analysis to explore feedback on resident performance Marrigje E Duitsman Marrigje E Duitsman 1 Department of Internal Medicine, Radboudumc Health Academy, Radboud University Medical Center, Gerard van Swieten... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.605 | 0.848 | ["education", "philosophy"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.702034 | [
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tment of General Practice Training, Erasmus Medical Center, Rotterdam, The Netherlands Find articles by Marije van Braak 2 , Wyke Stommel Wyke Stommel 3 Center for Language Studies, Radboud University, Nijmegen, The Netherlands Find articles by Wyke Stommel 3 , Marianne ten Kate-Booij Marianne ten Kate-Booij 4 Departme... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.527 | 0.7 | ["education"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.702362 | [
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Jacqueline de Graaf 5 Department of Internal Medicine, Radboud University Medical Center, Nijmegen, The Netherlands Find articles by Jacqueline de Graaf 5 , Cornelia R M G Fluit Cornelia R M G Fluit 6 Department for Research in Learning and Education, Radboudumc Health Academy, Radboud University Medical Center, Nijmeg... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.506 | 0.716 | ["education", "career"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.706318 | [
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Research in Health Professions, University Medical Center Groningen, Groningen, The Netherlands Find articles by Debbie A D C Jaarsma 7 Author information Article notes Copyright and License information 1 Department of Internal Medicine, Radboudumc Health Academy, Radboud University Medical Center, Gerard van Swietenla... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.547 | 0.842 | ["education", "philosophy", "career"] | 511 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.706527 | [
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erlands 3 Center for Language Studies, Radboud University, Nijmegen, The Netherlands 4 Department Gynaecologic Oncology, Erasmus Medical Center, Rotterdam, The Netherlands 5 Department of Internal Medicine, Radboud University Medical Center, Nijmegen, The Netherlands 6 Department for Research in Learning and Education,... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.521 | 0.68 | ["education", "career"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.706600 | [
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alth Professions, University Medical Center Groningen, Groningen, The Netherlands ✉ Corresponding author. Received 2018 Aug 20; Accepted 2019 Mar 20; Issue date 2019. © The Author(s) 2019 Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License ( http://creat... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.495 | 0.838 | ["innovation", "career", "education"] | 511 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.706666 | [
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credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. PMC Copyright notice PMCID: PMC6647409 PMID: 30941610 Abstract Feedback on clinical performance of residents is seen as a fundamental element in postgraduate medical education. Although li... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.384 | 0.838 | ["education", "innovation", "philosophy"] | 495 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.706920 | [
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perience feedback as insufficiently constructive. With a detailed analysis of real-world feedback conversations, this study aims to contribute to the current literature by deepening the understanding of how feedback on residents’ performance is provided, and to formulate recommendations for improvement of feedback prac... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.622 | 0.824 | ["philosophy", "education"] | 477 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.707017 | [
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etings were analyzed using conversation analysis. This is an ethno-methodological approach that uses a data-driven, iterative procedure to uncover interactional patterns that structure naturally occurring, spoken interaction. Feedback in our data took two forms: feedback as a unidirectional activity and feedback as a d... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.572 | 0.808 | ["philosophy"] | 416 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.707172 | [
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ctivities prevailed over the dialogic activities. The two different formats elicit different types of resident responses and have different implications for the progress of the interaction. Both feedback formats concerned positive as well as negative feedback and both were often mitigated by the participants. Unidirect... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.563 | 0.824 | ["philosophy", "education"] | 431 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.707367 | [
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ds with the aim of feedback in medical education. Dialogic feedback avoids the pitfall of a program director-dominated conversation and gives residents the opportunity to take ownership of their strengths and weaknesses, which increases chances to change resident behavior. On the basis of linguistic analysis of our rea... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.588 | 0.836 | ["education", "philosophy"] | 511 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.707444 | [
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Conversation analysis, Program director, Resident Introduction In the context of training residents to become medical specialists, feedback on clinical performance is fundamental to enhance their learning and confirm, restructure, tune, expand and overwrite their clinical performance (Hattie and Timperley 2007 ; Archer... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.596 | 0.842 | ["education", "philosophy"] | 491 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.707974 | [
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ions for giving effective feedback (Lefroy et al. 2015 ; Cantillon and Sargeant 2008 ; Sargeant and Mann 2010 ; Ramani and Krackov 2012 ; Bienstock et al. 2007 ; Eichna 1983 ; Archer 2010 ; Kornegay et al. 2017 ). In medical practice, however, providing effective feedback still seems difficult (Dudek et al. 2005 ; Klug... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.372 | 0.876 | ["crisis"] | 492 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.708146 | [
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k they receive (Al-Mously et al. 2014 ; De et al. 2004 ; Sender Liberman et al. 2005 ). Apparently, there is an undesirable gap between feedback theory and practice when it comes to resident training. A reason for this undesirable mismatch between theory and practice could be that, despite the large amount of literatur... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.389 | 0.846 | ["education", "philosophy"] | 467 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.708639 | [
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by analyses of real-world feedback conversations. We aim to contribute to current literature by deepening the understanding of how feedback on residents’ performance is provided, and formulating recommendations for improving feedback practice. A summary of current insights from the literature on effective feedback is g... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.606 | 0.826 | ["philosophy"] | 455 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.708837 | [
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feedback process (Cantillon and Sargeant 2008 ). The effectiveness of feedback increases when it is given frequently, positively framed, encouraging, accompanied by explanation to increase understanding, does not threaten the receiver’s self-esteem, recognizes the recipient’s perspectives and self-assessments, and focu... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.587 | 0.856 | [] | 501 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.709023 | [
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2017 , 2018 ; Ramani et al. 2018 ; Boehler et al. 2006 ; Hattie and Timperley 2007 ). Furthermore, verbally provided feedback should ideally be a ‘conversation about performance’ rather than a one-way transmission of information (Sargeant et al. 2009 ; Cantillon and Sargeant 2008 ; Archer 2010 ; Bing-You et al. 2018 ; ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.439 | 0.87 | ["philosophy"] | 511 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.709077 | [
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pportunity to analyze the feedback, ask questions about it and connect it with prior understandings to change their behavior and performance (Nicol 2010 ; Yang and Carless 2013 ). Besides, several studies have investigated audio or video recordings of feedback conversations between clinical supervisors and medical stud... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.601 | 0.84 | ["philosophy"] | 432 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.709229 | [
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9 ; Holmboe et al. 2004 ; Spanager et al. 2015 ). They found that the conversations tended to be teacher-dominated and mostly contained general, positive statements about student behavior. A study on verbal feedback in mini clinical evaluation exercises found that, in order to be effective, feedback needs to be interac... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.53 | 0.834 | ["education"] | 413 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.709290 | [
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strengths and weaknesses (Holmboe et al. 2004 ). Despite this body of knowledge on effective feedback, in residency training both feedback givers and receivers are not satisfied. To be able to provide meaningful additions to current feedback theories and improve feedback practice in resident training we need to take a ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.383 | 0.85 | ["education"] | 510 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.709373 | [
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feedback in real-life teacher–student encounters yielded several practice-derived recommendations for teachers (Skovholt 2018 ). To our best knowledge, there are no reports of such a detailed analysis of feedback situations in the context of resident training. To shed more light on how feedback is constructed in real-w... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.586 | 0.854 | ["education"] | 511 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.709442 | [
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ractional process in detail as it evolves from moment to moment by performing a fine-grained analysis of feedback conversations between program directors and residents. Methods Background In the Netherlands, the program director (PD) is responsible for the residency program and assessment of residents’ performance. Res... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.451 | 0.852 | ["philosophy"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.709491 | [
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formance and set goals to bridge the gap between current and desired performance. All PDs receive a 2-day training on how to supervise and assess residents, in which they also practice providing feedback that meets the latest recommendations from the feedback literature. Participants and ethical approval Participants w... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.555 | 0.85 | ["philosophy", "ethics"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.709548 | [
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PD experience and years of resident training (Table 1 ). Original data were treated confidentially and analyses were performed anonymously. All participants provided written informed consent. The study was approved by the Netherlands Association for Medical Education (file number 566). Table 1. Participants Medical spe... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.517 | 0.838 | ["education", "philosophy"] | 511 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.709598 | [
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of training Duration of meeting minutes 1 Internal medicine General hospital Male 10 years Male 3rd year 33:19 2 Radiology University medical center Female 3 years Male 2nd year 40:01 3 Radiology University medical center Male 1 year Male 1st year 41:21 4 Internal Medicine General hospital Female 2 years Female 3rd yea... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.529 | 0.72 | ["education"] | 511 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.709657 | [
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d year 23:52 7 Surgery General hospital Male 8 years Female 1st year 12:32 8 Surgery University medical center Male 5 years Male 4th year 53:53 Open in a new tab Analytic procedure We used Conversation Analysis (CA) to analyze the data of the meetings. CA is an ethnomethodological approach to interaction aimed at uncov... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.591 | 0.702 | ["education"] | 476 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.709796 | [
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d and Heritage 2005 ; Sidnell and Stivers 2012 ). It is a data-driven and iterative procedure. CA provides tools for detailed, practice-based analysis of interaction and has proved to be very valuable in (medical) educational research (Sidnell and Stivers 2012 ). Therefore, this methodology is particularly suited to th... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.347 | 0.858 | ["education"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.709849 | [
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to transcribe what has been said and noting how it has been said (Jefferson 1986 ) (see “ Appendix 1 ”). Since CA is an inductive qualitative linguistic method, it seeks to describe and explain the structures of social interaction “through a reliance on case-by-case analysis leading to generalizations across cases but ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.477 | 0.866 | ["leadership"] | 511 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.709984 | [
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tage of making observations of details of the interaction in individual fragments. This led to working hypotheses on aspects of the interaction (e.g., how actions, like challenging an opinion or closing the interaction, are performed), which were then checked against the entire dataset. By going back and forth between ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.365 | 0.852 | ["philosophy"] | 511 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.710066 | [
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cable to the entire data set (Sidnell and Stivers 2012 ). Accordingly, the analyses of extracts presented in the results section are illustrative of thorough microanalyses of feedback sequences throughout the entire dataset. Two researchers (MD and MB) identified 62 fragments in which resident performance was discussed... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.413 | 0.832 | ["strategy", "education", "philosophy"] | 448 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.710151 | [
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cal issues like planning, logistics and niceties. Two data sessions with a group of six experienced CA researchers from all over the country were held in which specific fragments were analyzed, a procedure typical for CA methodology (Ten Have 2007 ). After these two data sessions, MD and MB analyzed the rest of the dat... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.394 | 0.854 | ["strategy", "management"] | 468 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.710210 | [
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dings were discussed in the entire research team. The primary researchers (MD, MB) had no direct connection with the participants. MD is a medical doctor with experience as a resident in a general teaching hospital. This study is part of her Ph.D. research in medical education. MB is an educationalist and researcher in... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.543 | 0.708 | ["education", "communication", "management", "networking"] | 505 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.710278 | [
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using Conversation Analysis in medical settings. The results were discussed in the research team (MKB, JG, CF, DJ). MKB and JG are program directors in a university medical center, CF is a medical doctor and an educationalist working as post-doctoral educational researcher with expertise on feedback in residency progra... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.585 | 0.856 | ["education", "management", "decision_making"] | 494 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.710394 | [
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maries of the discussions with the research team. Results Eight meetings between PDs and residents were recorded in 2015–2016. They lasted between 12.32 and 53.53 min, with an average of 32.56 min, which resulted in 262.42 min of audio recording. The analysis revealed that the two feedback formats described in the lite... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.586 | 0.686 | ["philosophy", "management"] | 453 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.710646 | [
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e, consistently appeared throughout the data set. In our study, we defined these types of feedback as unidirectional and dialogic feedback activities. Unidirectional feedback activities are characterized by an evaluation on past performance posted by the program director. Dialogic activities are characterized by an ini... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.602 | 0.822 | ["philosophy", "education"] | 433 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.711101 | [
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ector to ask the resident about past performance. Feedback as unidirectional activity occurred in 41 and feedback as a dialogic activity in 21 of the 62 fragments. Below, we first present examples of unidirectional feedback (positive and negative feedback examples) and then two examples of feedback as a dialogic activi... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.583 | 0.846 | ["philosophy"] | 465 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.711252 | [
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irst and a literal English translation line next. The focus of our analysis is on how the two feedback formats are interactionally constructed by the PD and resident. As is common in CA research, we include CA literature in this section to validate the analyses of the presented fragments (Veen and de la Croix 2016 ; Si... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.554 | 0.862 | ["philosophy"] | 511 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.711372 | [
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introduces an aspect of performance for feedback, (2) this aspect is then evaluated by the PD, and (3) the resident’s responses are minimal. Positive evaluation of performance A typical example of a positive performance evaluation is presented in Extract 1. The feedback sequence is initiated by the PD after a short sil... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.617 | 0.842 | ["philosophy", "communication"] | 452 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.711435 | [
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y mentioning its topic: “communication” (line 1). Before providing his evaluation, “that goes well” (line 2), he states that there was no comment on that aspect of performance (lines 1–2)—most likely from supervisors of the resident. In overlap with a possible addition from the PD to the evaluation (line 3), the reside... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.592 | 0.868 | ["communication", "philosophy"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.711513 | [
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ntinues with a softly spoken repetition of the PD’s evaluation “that goes well” (line 6). Once the resident has demonstrated his reception of the evaluation, the PD proceeds with providing several pieces of detailed evidence that support his initial evaluation (lines 7–10). Only upon having started uttering the conclus... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.53 | 0.83 | [] | 431 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.711622 | [
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onfirms the PD’s previous contribution (line 12). The conclusion “so eh in that respect that is eh no problem” is again responded to by a minimal “no” (line 13), upon which the PD launches the next feedback sequence (not shown). Resembling Extract 1, positive performance evaluations are generally done in brief units of... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.387 | 0.838 | ["philosophy"] | 431 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.711673 | [
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ent’s contribution to the interaction is limited. The performance evaluation itself remains rather superficial (e.g., “it goes well”), although it is sometimes supported by more specific examples of good conduct. In some positive unidirectional feedback sequences, the evaluation is slightly attenuated after it has been... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.428 | 0.848 | ["philosophy"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.711754 | [
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... | ||
g the PD’s positive evaluation “you are increasingly more active- i- in the (.) supervision of u::h interns discussion and that sort of things” (lines 4–5), the resident downplays the evaluation by saying that he thinks that it is still the same as it was before. This downplaying is accepted by the PD with a minimal “y... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.561 | 0.868 | ["strategy", "economy", "philosophy"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.711829 | [
0.0041311332024633884,
0.03918500617146492,
0.033235806971788406,
-0.02635350450873375,
0.025836458429694176,
-0.017440643161535263,
0.04554662108421326,
-0.027787966653704643,
0.007448989432305098,
-0.06917178630828857,
0.019512450322508812,
-0.003064236603677273,
0.005792044103145599,
0.... | ||
rectional feedback activities differs from that of positive evaluation interactions. An example of a negative performance evaluation is presented in Extract 3. In this extract, the PD introduces the topic by stating that there have been strong critiques as well as positive comments on the resident’s performance in gene... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.594 | 0.856 | ["philosophy"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.711895 | [
-0.02582261711359024,
0.0012503484031185508,
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0.01216488890349865,
0.024772878736257553,
-0... | ||
ts on other feedback that has been very positive (lines 3–4). The latter might be understood as mitigating negative feedback, but in this extract it seems to initiate a collaborative exploration of potential causes for the divergent feedback (not presented). This discussion culminates in a hesitantly produced conclusio... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.555 | 0.858 | ["communication", "economy", "rhetoric"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.711957 | [
-0.026763014495372772,
0.021571997553110123,
0.10547316074371338,
0.029814468696713448,
0.052499961107969284,
0.0014438374200835824,
0.040272749960422516,
0.0423506535589695,
0.010437652468681335,
-0.013665162026882172,
0.0058643207885324955,
-0.010540210641920567,
-0.0044047595001757145,
... | ||
l response from the PD (line 75) following a short silence (line 74), after which the resident pursues his turn (line 76). This time, the resident does not wait for the PD to respond, but again resumes the talk once the PD’s silence emerges. Following Pomerantz’ analysis (Pomerantz and Heritage 2012 ), the resident mig... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.532 | 0.854 | ["negotiation", "resume"] | 470 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.712025 | [
0.00017035736527759582,
0.049663737416267395,
0.09419384598731995,
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0.00509514007717371,
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0.03776559978723526,
-0.04031900316476822,
0.10050417482852936,
0.020965294912457466,
-0.10076344758272171,
-0.0... | ||
an implicit confirmation of the self-deprecation. As agreement with self-deprecation is not preferred (Pomerantz and Heritage 2012 ), the unfolding of this sequence so far is potentially problematic. In the following turns, however, the sequence gets a more favorable continuation: after claiming to have understood (lin... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.336 | 0.854 | ["negotiation"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.712076 | [
-0.07579490542411804,
0.10293582826852798,
0.06636783480644226,
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0.09738291054964066,
0.009846898727118969,
-0.10045564919710159,
-0.02651084... | ||
83), the PD reduces the ‘burden’ by pointing at faculty members as part of the problem. He accounts for this relocation of responsibility by referring to his experience with these issues (line 87). In the following interaction (not shown), the PD slightly elaborates his account—resident turns being limited to minimal r... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.545 | 0.828 | ["economy"] | 420 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.712157 | [
-0.0005956587265245616,
0.06559131294488907,
0.0493166409432888,
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0.041945863515138626,
-0.02557411603629589,
-0.061430640518665314,
-0.041... |
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