PDF(Pubmed)
Abstract：
(1) Background: This scoping review aims to explore the literature on feedback for pharmacy students during experiential learning, with a focus on identifying the modes of delivery of feedback and the perceived impact of feedback on student learning outcomes. (2) Methods: The scoping review was conducted in accordance with the Joanna Briggs Institute (JBI) methodology and reported following the Preferred Reporting Items for Systematic Reviews Extension for Scoping Reviews (PRISMA-ScR) guidelines. PubMed, Web of Science, Embase, EBSCO, ERIC, and ProQuest Central were searched electronically from their inception until the end of February 2023 using a combination of keywords and MeSH terms related to feedback, pharmacy education, and student learning outcomes. Data were synthesized narratively. (3) Results: This review included 13 studies published between 2008 and 2022. Almost half of the included studies were conducted in the USA (n = 6, 46%) and reported the perspective of undergraduate pharmacy students (n = 6, 46%). Verbal feedback was the most common mode of feedback delivery (n = 6, 46%). The enablers of effective feedback included timely feedback (n = 6, 46%), feedback provided in a goal-oriented and objective manner (n = 5, 40%), and student-specific feedback (n = 4, 30%). On the other hand, the most common impediments to feedback efficacy were providing extremely positive feedback and lack of constructive criticism. (4) Conclusions: Our findings highlight the importance of feedback model implementation in pharmacy education and preceptor training programs to ensure effective and quality feedback to pharmacy students.
摘要：
（1）背景：本范围界定综述旨在探索体验式学习期间药学学生的反馈文献，重点是确定反馈的传递方式以及反馈对学生学习成果的感知影响。（2）方法：范围审查是根据JoannaBriggs研究所（JBI）方法进行的，并按照系统审查扩展范围审查（PRISMA-ScR）指南的首选报告项目进行报告。PubMed,WebofScience,Embase,EBSCO,ERIC,和ProQuestCentral从成立之初到2023年2月底，使用与反馈相关的关键字和MeSH术语的组合进行电子搜索，药学教育,和学生学习成果。数据是叙述式合成的。（3）结果：本综述包括2008年至2022年发表的13项研究。几乎一半的纳入研究是在美国进行的（n=6，46％），并报告了本科药学学生的观点（n=6，46％）。言语反馈是最常见的反馈方式（n=6，46％）。有效反馈的推动者包括及时反馈(n=6，46%)，以目标为导向和客观的方式提供的反馈(n=5，40%)，和学生特定的反馈（n=4，30%）。另一方面,反馈效果最常见的障碍是提供非常积极的反馈和缺乏建设性的批评。（4）结论：我们的发现强调了在药学教育和导师培训计划中实施反馈模型的重要性，以确保对药学学生的有效和高质量反馈。
