PDF(Pubmed)
Abstract：
BACKGROUND: Feedback processes are crucial for learning, guiding improvement, and enhancing performance. In workplace-based learning settings, diverse teaching and assessment activities are advocated to be designed and implemented, generating feedback that students use, with proper guidance, to close the gap between current and desired performance levels. Since productive feedback processes rely on observed information regarding a student\'s performance, it is imperative to establish structured feedback activities within undergraduate workplace-based learning settings. However, these settings are characterized by their unpredictable nature, which can either promote learning or present challenges in offering structured learning opportunities for students. This scoping review maps literature on how feedback processes are organised in undergraduate clinical workplace-based learning settings, providing insight into the design and use of feedback.
METHODS: A scoping review was conducted. Studies were identified from seven databases and ten relevant journals in medical education. The screening process was performed independently in duplicate with the support of the StArt program. Data were organized in a data chart and analyzed using thematic analysis. The feedback loop with a sociocultural perspective was used as a theoretical framework.
RESULTS: The search yielded 4,877 papers, and 61 were included in the review. Two themes were identified in the qualitative analysis: (1) The organization of the feedback processes in workplace-based learning settings, and (2) Sociocultural factors influencing the organization of feedback processes. The literature describes multiple teaching and assessment activities that generate feedback information. Most papers described experiences and perceptions of diverse teaching and assessment feedback activities. Few studies described how feedback processes improve performance. Sociocultural factors such as establishing a feedback culture, enabling stable and trustworthy relationships, and enhancing student feedback agency are crucial for productive feedback processes.
CONCLUSIONS: This review identified concrete ideas regarding how feedback could be organized within the clinical workplace to promote feedback processes. The feedback encounter should be organized to allow follow-up of the feedback, i.e., working on required learning and performance goals at the next occasion. The educational programs should design feedback processes by appropriately planning subsequent tasks and activities. More insight is needed in designing a full-loop feedback process, in which specific attention is needed in effective feedforward practices.
METHODS: A scoping review was conducted. Studies were identified from seven databases and ten relevant journals in medical education. The screening process was performed independently in duplicate with the support of the StArt program. Data were organized in a data chart and analyzed using thematic analysis. The feedback loop with a sociocultural perspective was used as a theoretical framework.
RESULTS: The search yielded 4,877 papers, and 61 were included in the review. Two themes were identified in the qualitative analysis: (1) The organization of the feedback processes in workplace-based learning settings, and (2) Sociocultural factors influencing the organization of feedback processes. The literature describes multiple teaching and assessment activities that generate feedback information. Most papers described experiences and perceptions of diverse teaching and assessment feedback activities. Few studies described how feedback processes improve performance. Sociocultural factors such as establishing a feedback culture, enabling stable and trustworthy relationships, and enhancing student feedback agency are crucial for productive feedback processes.
CONCLUSIONS: This review identified concrete ideas regarding how feedback could be organized within the clinical workplace to promote feedback processes. The feedback encounter should be organized to allow follow-up of the feedback, i.e., working on required learning and performance goals at the next occasion. The educational programs should design feedback processes by appropriately planning subsequent tasks and activities. More insight is needed in designing a full-loop feedback process, in which specific attention is needed in effective feedforward practices.
摘要：
背景：反馈过程对于学习至关重要，指导改进，和提高性能。在基于工作场所的学习环境中，提倡设计和实施多样化的教学和评估活动，产生学生使用的反馈，在适当的指导下，以缩小当前和期望的性能水平之间的差距。由于富有成效的反馈过程依赖于观察到的关于学生表现的信息，必须在本科生基于工作场所的学习环境中建立结构化的反馈活动。然而,这些设置的特点是不可预测的性质，这既可以促进学习，也可以在为学生提供结构化学习机会方面提出挑战。此范围审查将文献映射到如何在本科临床基于工作场所的学习环境中组织反馈过程。提供对反馈的设计和使用的洞察。
方法：进行了范围审查。从七个数据库和十种医学教育相关期刊中确定了研究。筛选过程在Start程序的支持下一式两份独立进行。将数据组织在数据图表中，并使用主题分析进行分析。具有社会文化视角的反馈回路被用作理论框架。
结果：搜索产生了4,877篇论文，61人被纳入审查。在定性分析中确定了两个主题：（1）基于工作场所的学习环境中反馈过程的组织，(2)影响反馈过程组织的社会文化因素。文献描述了产生反馈信息的多种教学和评估活动。大多数论文都描述了各种教学和评估反馈活动的经验和看法。很少有研究描述反馈过程如何提高性能。社会文化因素，如建立反馈文化，建立稳定可靠的关系，加强学生反馈机构对于富有成效的反馈过程至关重要。
结论：本综述确定了如何在临床工作场所组织反馈以促进反馈过程的具体想法。应组织反馈会议，以便对反馈进行跟进，即，在下一个场合工作所需的学习和绩效目标。教育计划应通过适当计划后续任务和活动来设计反馈过程。在设计全循环反馈过程时需要更多的洞察力，其中在有效的前馈实践中需要特别注意。
方法：进行了范围审查。从七个数据库和十种医学教育相关期刊中确定了研究。筛选过程在Start程序的支持下一式两份独立进行。将数据组织在数据图表中，并使用主题分析进行分析。具有社会文化视角的反馈回路被用作理论框架。
结果：搜索产生了4,877篇论文，61人被纳入审查。在定性分析中确定了两个主题：（1）基于工作场所的学习环境中反馈过程的组织，(2)影响反馈过程组织的社会文化因素。文献描述了产生反馈信息的多种教学和评估活动。大多数论文都描述了各种教学和评估反馈活动的经验和看法。很少有研究描述反馈过程如何提高性能。社会文化因素，如建立反馈文化，建立稳定可靠的关系，加强学生反馈机构对于富有成效的反馈过程至关重要。
结论：本综述确定了如何在临床工作场所组织反馈以促进反馈过程的具体想法。应组织反馈会议，以便对反馈进行跟进，即，在下一个场合工作所需的学习和绩效目标。教育计划应通过适当计划后续任务和活动来设计反馈过程。在设计全循环反馈过程时需要更多的洞察力，其中在有效的前馈实践中需要特别注意。
