Exploring how differently patients and clinical tutors see the same consultation: building evidence for inclusion of real patient feedback in medical education

Abstract Background Undergraduate medical education recognises that patient feedback is potentially valuable for student learning and development as a component of multi-source feedback. However greater exploration how perspectives differ to clinical educators required curriculum improving literacy. This study aimed determine two sources feedback, patients tutors, compare on the same patient-centred, interpersonal criteria. Methods A instrument designed undergraduate setting was used patients’ with tutors’ following student-patient consultation in context. Assessments from 222 consultations involving 40 students were collected. Descriptive statistics tutors each question calculated correlations between tutor explored using Spearman’s rank-order correlation. Mixed effects ordered logistic regression an overall rating addition comparing ratings. Results Clinical assessments had weak but significant positive correlation all areas except questions related respect concern. When making judgements compared assessment, ratings respect, concern, communication being understood have effect. After eliminating effect generally higher by comparative regression, rated relatively less competent personal interaction. Conclusion provides insight about which continue use acceptability this multisource their social environment. We revealed different perspective-specific judgement bring finding contributes building through understanding elements can discriminate performance.