Development of the Feedback Quality Instrument: a guide for health professional educators in fostering learner-centred discussions
| العنوان: | Development of the Feedback Quality Instrument: a guide for health professional educators in fostering learner-centred discussions |
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| المؤلفون: | Jennifer Lyn Keating, Fiona Kent, Peter Congdon, Christina E. Johnson, Michelle Theresa Leech, Melanie K. Farlie, Elizabeth Molloy |
| المصدر: | BMC Medical Education BMC Medical Education, Vol 21, Iss 1, Pp 1-17 (2021) |
| بيانات النشر: | BioMed Central, 2021. |
| سنة النشر: | 2021 |
| مصطلحات موضوعية: | 020205 medical informatics, Guiding Principles, Scale development, Health Personnel, education, Judgement, Psychological safety, 02 engineering and technology, Education, Feedback, 03 medical and health sciences, 0302 clinical medicine, 0202 electrical engineering, electronic engineering, information engineering, Humans, Learning, 030212 general & internal medicine, Workplace learning, Psychometric evaluation, Medical education, Rasch model, Feedback instrument, LC8-6691, business.industry, Research, Professional development, Usability, General Medicine, MFRM, Special aspects of education, Exploratory factor analysis, Instrument development, Effective feedback, Health professional education, Medicine, Educational Personnel, Clinical Competence, Factor analysis, Psychology, business, Qualitative research |
| الوصف: | BackgroundFace-to-face feedback plays an important role in health professionals’ workplace learning. The literature describes guiding principles regarding effective feedback but it is not clear how to enact these. We aimed to create a Feedback Quality Instrument (FQI), underpinned by a social constructivist perspective, to assist educators in collaborating with learners to support learner-centred feedback interactions. In earlier research, we developed a set of observable educator behaviours designed to promote beneficial learner outcomes, supported by published research and expert consensus. This research focused on analysing and refining this provisional instrument, to create the FQI ready-to-use.MethodsWe collected videos of authentic face-to-face feedback discussions, involving educators (senior clinicians) and learners (clinicians or students), during routine clinical practice across a major metropolitan hospital network. Quantitative and qualitative analyses of the video data were used to refine the provisional instrument. Raters administered the provisional instrument to systematically analyse educators’ feedback practice seen in the videos. This enabled usability testing and resulted in ratings data for psychometric analysis involving multifaceted Rasch model analysis and exploratory factor analysis. Parallel qualitative research of the video transcripts focused on two under-researched areas, psychological safety and evaluative judgement, to provide practical insights for item refinement. The provisional instrument was revised, using an iterative process, incorporating findings from usability testing, psychometric testing and parallel qualitative research and foundational research.ResultsThirty-six videos involved diverse health professionals across medicine, nursing and physiotherapy. Administering the provisional instrument generated 174 data sets. Following refinements, the FQI contained 25 items, clustered into five domains characterising core concepts underpinning quality feedback:set the scene,analyse performance,plan improvements,foster learner agency, andfoster psychological safety.ConclusionsThe FQI describes practical, empirically-informed ways for educators to foster quality, learner-centred feedback discussions. The explicit descriptions offer guidance for educators and provide a foundation for the systematic analysis of the influence of specific educator behaviours on learner outcomes. |
| اللغة: | English |
| تدمد: | 1472-6920 |
| الوصول الحر: | https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b91c29a95191205294c2db84d667eb19Test http://europepmc.org/articles/PMC8276464Test |
| حقوق: | OPEN |
| رقم الانضمام: | edsair.doi.dedup.....b91c29a95191205294c2db84d667eb19 |
| قاعدة البيانات: | OpenAIRE |
| تدمد: | 14726920 |
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