Feedback delivery and training have not been characterized in the context of academic cancer centres. The purpose of this study was to assess the feasibility and utility of a microlearning course based on the R2C2 (Relationship, Reaction, Content, Coaching) feedback model and characterize multidisciplinary healthcare provider (HCP) perspectives on existing feedback practices in an academic cancer centre. Five HCP (two radiation oncologists, one medical oncologist, and two allied health professionals) with supervisory roles were selected by purposive sampling to participate in a prospective longitudinal qualitative study. Each participant completed a web-based multimedia course. Semi-structured one-on-one interviews were conducted with each participant at four time points: pre- and immediately post-course, and at one- and three-months post course. All participants found the course to be time feasible and completed it in 10–20 min. Participants expressed that the course fulfilled their need for feedback training and that its adoption may normalize a feedback culture in the cancer centre. Three themes were identified regarding perceptions of existing feedback practices: (1) hierarchical and interdisciplinary relationships modulate feedback delivery, (2) interest in feedback delivery varies by duration of the supervisory relationship, and (3) the transactionality of supervisor-trainee relationships influences feedback delivery. This study demonstrates the perceived feasibility and utility of a digital microlearning approach for development of feedback competencies in an academic cancer centre, perceptions of cultural barriers to feedback delivery, and the need for organizational commitment to developing a feedback culture.

在学术癌症中心的背景下，反馈传递和培训尚未被描述。本研究的目的是评估基于 R2C2（关系、反应、内容、指导）反馈模型的微学习课程的可行性和实用性，并描述多学科医疗保健提供者 (HCP) 对学术癌症中心现有反馈实践的看法。通过有目的的抽样选择了具有监督作用的五名 HCP（两名放射肿瘤学家、一名内科肿瘤学家和两名专职医疗保健专业人员）参与前瞻性纵向定性研究。每个参与者都完成了基于网络的多媒体课程。在四个时间点对每个参与者进行了半结构化的一对一访谈：课程前和课程后立即，以及课程后一个月和三个月。所有参与者都认为该课程在时间上可行，并在 10-20 分钟内完成。参与者表示，该课程满足了他们对反馈培训的需求，采用该课程可以使癌症中心的反馈文化正常化。关于对现有反馈实践的看法，确定了三个主题：(1) 层级和跨学科关系调节反馈传递，(2) 对反馈传递的兴趣因监督关系的持续时间而异，以及 (3) 主管-受训者关系的交易性影响反馈送货。这项研究证明了数字微学习方法在学术癌症中心发展反馈能力的可行性和实用性，对反馈传递的文化障碍的看法，