解读反馈:绘制实践背后的模式图。

IF 4.9 1区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Catherine Patocka, Lara Cooke, Irene W Y Ma, Rachel H Ellaway
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引用次数: 0

摘要

尽管反馈被广泛认为是提高绩效和学习成果的关键,但根据研究人员和实践者的不同,反馈涉及的内容和效果可能会有很大差异。这种可变性反映了缺乏一个共同的概念框架来统一反馈实践、理论、发现和建议。在本文中,作者使用最近开发的模式系统来比较不同的反馈模型,以建立更统一的视角。作者对四类反馈(增强感觉运动反馈、指导反馈、审计反馈和多源反馈)中的11种反馈模型进行了比较案例研究和框架分析。对每个模型进行了分析,以确定它解决了反馈的哪些方面,哪些方面被忽略或排除了。分析揭示了反馈模型映射到模式系统的发散性和收敛性。在跨模型的元素(模式表示)的可变性以及这些元素的表达和粒度的多样性中,分歧是显而易见的。相反,在诸如性能测量、传感器、判断和评估等反复出现的元素簇中观察到收敛性,这些元素在不同类别中一致出现。总体而言,映射练习显示了反馈概念化方式的显著差异,甚至在诸如“指导”、“审计和反馈”以及“多源反馈”等特定子类别中也是如此。这些差异对于推进这些领域的研究和实践具有重要意义。模式理论和模式映射为探索和解决医学教育中反馈在概念上有争议的本质提供了一个有希望的框架,并可能促进反馈模式语言的未来发展。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Untangling feedback: Mapping the patterns behind the practice.

Although feedback is widely recognized as essential to improving performance and learning outcomes, what feedback involves and what it achieves can vary significantly according to researchers and practitioners. This variability reflects the lack of a shared conceptual framework to unite feedback practices, theories, findings and recommendations. In this paper, the authors use a recently developed pattern system to compare different models of feedback as a way of building a more united perspective. The authors conducted a comparative case study and framework analysis of 11 feedback models across four categories of feedback (augmented sensorimotor feedback, coaching, audit and feedback and multisource feedback). Each model was analysed to identify which aspects of feedback it addressed, and which were overlooked or excluded. The analysis revealed both divergence and convergence in how feedback models mapped onto the pattern system. Divergence was evident in the variability of elements (pattern representations) across models and diversity in expression and granularity of those elements. Conversely, convergence was observed in recurring clusters of elements, such as Performance measurement, Sensor, Judgement and Assessment, which appeared consistently across categories. Overall, the mapping exercise showed significant variations in how feedback is conceptualized, even within specific subcategories such as "coaching," "audit and feedback" and "multisource feedback." These differences have important implications for advancing research and practice in these areas. Pattern theory and pattern mapping offer a promising framework for exploring and addressing the conceptually contested nature of feedback in medical education and may facilitate the future development of a pattern language of feedback.

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来源期刊
Medical Education
Medical Education 医学-卫生保健
CiteScore
8.40
自引率
10.00%
发文量
279
审稿时长
4-8 weeks
期刊介绍: Medical Education seeks to be the pre-eminent journal in the field of education for health care professionals, and publishes material of the highest quality, reflecting world wide or provocative issues and perspectives. The journal welcomes high quality papers on all aspects of health professional education including; -undergraduate education -postgraduate training -continuing professional development -interprofessional education
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