After the dissemination workshop, exit interviews are administered anonymously to obtain additional insights and trainees' reflections on the program.
To maximize the effect of feedback, we must nurture trainee reflection-in-action rather than a trainer-driven, but a two-way process in which trainers provide comments and at the same time encourage trainees to self-reflect on their performance [ 21].
Although our study did not focus on reflection, the analysis revealed that trainees reflected on their actions both during and after consultations, suggesting that trainees' self-monitoring may refer to Schön's 'reflection-in-action' (short loop) and 'reflection-on-action' (long loop) [ 5].
These may go unrecognized, because adequate time is not given to trainees for reflection.
However, there was a deficiency in engaging trainee's reflection found in the group of workshop attendees.
Trainer feedback was more frequently provided than trainee self-reflections, and action plans were very rare.
In a qualitative study [ 18] we examined ideas, barriers and motives experienced by trainers and trainees in relation to observation, reflection and feedback.
Our interviews reveal bedside teachers frequently assess actions, provide feedback, and initiate team-based reflection with trainees in the context of bedside rounds.
Based on the results of the present study we would recommend a different approach to training to stimulate reflection in trainees and more attention to the formulation of an action plan, elements that are important for the effectiveness of feedback [ 12, 19].
The authors, guided by the analysis of teacher trainees' learner texts and reflections, propose a new set of such criteria to be implemented in telecollaborative task design.
