Start/end date: January 2020 - ongoing

Funding source: ACRRM and Rural Medical Education Australia

Feedback forms a significant source of learning for GP registrars. However, emotions and the strength of the educational alliance influences how feedback information is framed by the trainee and whether it is used or not. This means that supervisor investment in feedback may not be productive without a psychologically safe environment; instead registrars may seek to avoid it.

The aim of this study is to investigate how emotions and psychological safety influence GP trainees’ (i.e. rural registrars) engagement with feedback processes and learning.

Findings from this research will provide important insights regarding the role of supervisors, registrars and medical educators in effectively attending to emotions, and supporting and maintaining psychologically safe learning environments to generate productive education alliances for improved feedback outcomes.

Project members

  • Associate Professor Rola Ajjawi; Prof Margaret Bearman (Deakin University)
  • Dr Marie-Louise Dick, UQ and GPTQ
  • Associate Professors Kay Brumpton and Megan O’Shannessy; Rural Medical Education Australia and Griffith University
  • Dr Matthew French, GPTQ
  • Michelle Sheldrake GPTQ


Dr Christy Noble

Affiliate Senior Lecturer
School of Pharmacy
Clinical Learning & Assessment Lead
Office of Medical Education