Subha Ramani1, Karen Könings2, Karen V Mann3, Cees van der Vleuten2. 1. a Department of Medicine , Brigham and Women's Hospital, Harvard Medical School , Boston , MA , USA. 2. b School of Health Professions Education , Maastricht University , Maastricht , The Netherlands. 3. c Dalhousie University , Halifax , Canada.
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.
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.
Authors: Harapan Harapan; Abdul M Setiawan; Amanda Yufika; Samsul Anwar; Sri Wahyuni; Febrivan W Asrizal; Muhammad R Sufri; Reza P Putra; Nanda P Wijayanti; Salwiyadi Salwiyadi; Razi Maulana; Afriyani Khusna; Ina Nusrina; Muhammad Shidiq; Devi Fitriani; Muharrir Muharrir; Cut A Husna; Fitria Yusri; Reza Maulana; Prattama S Utomo; Mohd Andalas; Abram L Wagner; Mudatsir Mudatsir Journal: Acta Trop Date: 2020-03-16 Impact factor: 3.112
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