Maturational differences in undergraduate medical students' perceptions about feedback
Maturational differences in undergraduate medical students' perceptions about feedback
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DOI：
10.1111/j.1365-2923.2012.04291.x
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发表时间：
2012-07-01
影响因子：
6
通讯作者：
Sargeant, Joan
中科院分区：
文献类型：
--
作者：
Murdoch-Eaton, Deborah;Sargeant, Joan
医学教育2012:46:71 . 1721背景虽然医学生在整个培训项目中收到各种各样的反馈，但研究表明，他们经常认为反馈不够。然而，主管往往认为这是足够的。学生对反馈的反应和使用并不清楚。本研究的目的是调查医学生如何认识、回应和利用反馈，并确定在医学院不同学年对反馈的作用的理解是否存在成熟差异。这是一项混合方法的研究，收集了5年本科课程的定性（焦点小组和开放式问卷）和定量（问卷）数据。结果共68名学生参加了10个焦点小组。问卷回复率为46%（564/1233）。数据分析调查了学生对反馈的感知，并探索了在本科医学院阶段的反应模式。方案内各年级学生之间的成熟差异主要表现在三个方面：(i)学生对反馈目的的认识；（ii）学生对反馈的认可，以及（iii）学生对反馈提供者可信度的看法。结论初中生普遍认为接受反馈是一种被动的活动，他们更喜欢积极的反馈，因为积极的反馈可以肯定他们的进步，并提供安慰。更多的高年级学生将反馈视为告知他们特定的学习需求和个人发展。他们重视即时的非正式口头反馈、来自同龄人和其他人的反馈，以及来自资深教师的反馈。探究学生参与反馈的渐进程度及其与自尊的关系是有待进一步研究的课题。
Medical Education 2012: 46:711721 Context Although medical students receive varied feedback throughout their training programmes, research demonstrates that they frequently perceive it as insufficient. However, supervisors tend to perceive that it is adequate. Students responses to, and use of, feedback are not clearly understood. The purposes of this study were to investigate how medical students recognise, respond to and utilise feedback, and to determine whether there are maturational differences in understandings of the role of feedback across academic years in medical school. Methods This was a mixed-methods study collecting qualitative (focus group and open-ended questionnaire items) and quantitative (questionnaire) data across the 5 years of an undergraduate programme. Results A total of 68 students participated in 10 focus groups. The questionnaire response rate was 46% (564/1233). Data analysis investigated the students perceptions of feedback and explored patterns of responses across the continuum of undergraduate medical school stages. Maturational differences among the year cohorts within the programme emerged in three general areas: (i) student perceptions of the purpose of feedback; (ii) student recognition of feedback, and (iii) student perceptions regarding the credibility of feedback providers. Conclusions Junior students generally perceived the receiving of feedback as a passive activity and preferred positive feedback that confirmed their progress and provided reassurance. More senior students viewed feedback as informing their specific learning needs and personal development. They valued immediate informal verbal feedback and feedback from peers and others, as well as that from senior teachers. Exploring students progressive degrees of engagement with feedback and its relationship with self-esteem are subjects for further study.