R2C2 in action: Testing an evidence-based model to facilitate feedback and coaching in residency.
Open accessAbstract
Background: Feedback is increasingly seen as a collaborative conversation between supervisors and learners, where learners are actively and reflectively engaged with feedback and use it to improve. Based on this, and through earlier research, we developed an evidence- and theory-informed, 4-phase model for facilitating feedback and practice improvement—the R2C2 model (relationship, reaction, content, coaching). Objective: Our goal was to explore the utility and acceptability of the R2C2 model in residency education, specifically for engaging residents in their feedback and in using it to improve, as well as the factors influencing its use. Methods: This qualitative study used the principles of design research. We recruited residents and their supervisors in 2 programs, internal medicine and pediatrics. We prepared supervisors to use the R2C2 model during their regular midrotation and/or end-of-rotation feedback sessions with participating residents to discuss their progress and assessment reports. We conducted debriefing interviews with supervisors and residents after each session. We analyzed transcripts as a team using template and content analysis. Results: Of 61 residents, 7 residents (11%) participated with their supervisors (n = 5). Schedules and sensitivity to feedback prevented broader enrollment. Supervisors found the structured R2C2 format useful. Residents and supervisors reported that the coaching phase was novel and helpful, and that the R2C2 model engaged both groups in collaborative, reflective, goal-oriented feedback discussions. Conclusions: Participants found that using the R2C2 model enabled meaningful feedback conversations, identification of goals for improvement, and development of strategies to meet those goals.
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From The R2C2 Model in Residency Education: How Does It Foster Coaching and Promote Feedback Use? (2018) · cites this paper as [18]
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The R2C2 Model in Residency Education: How Does It Foster Coaching and Promote Feedback Use?
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- Authors
- Sargeant, J., Mann, K., Manos, S., Epstein, I., Warren, A., Shearer, C., & Boudreau, M.
- Affiliations
- Dalhousie University (CA)
- Corresponding author
- Sargeant, Joan
- Venue
- Journal of Graduate Medical Education
- Published
- 2017-04-01
- Volume
- 9
- Issue
- 2
- Pages
- 165-170
- ISSN
- 1949-8349 (ISSN-L)
- 1949-8357
- PMC
- PMC5398131
- OpenAlex
- W2586920466
- Cited by
- 98
- References
- 28
- Citations by year
- 2026: 11 · 2025: 9 · 2024: 8 · 2023: 13 · 2022: 12 · 2021: 11 · 2020: 12 · 2019: 14 · 2018: 5 · 2017: 3
- FWCI
- 8.72
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Journal of Graduate Medical Education (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Social Sciences › Education › Student Assessment and Feedback
- Health Sciences › Medicine › Family Practice › Clinical Reasoning and Diagnostic Skills
- Keywords
- feedback, coaching, resident education, supervisor-learner relationship, reflective practice, goal setting, internal medicine residency, pediatric residency, feedback acceptance, design research
- MeSH terms
- Mentoring, Clinical Competence, Communication, Educational Measurement, Feedback, Humans, Internal Medicine, Internship and Residency, Learning, Models, Theoretical, Physicians, Evidence-Based Medicine, Qualitative Research
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