Medical Student Perceptions of Learner-Initiated Feedback Using a Mobile Web Application

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Abstract

Feedback, especially timely, specific, and actionable feedback, frequently does not occur. Efforts to better understand methods to improve the effectiveness of feedback are an important area of educational research. This study represents preliminary work as part of a plan to investigate the perceptions of a student-driven system to request feedback from faculty using a mobile device and Web-based application. We hypothesize that medical students will perceive learner-initiated, timely feedback to be an essential component of clinical education. Furthermore, we predict that students will recognize the use of a mobile device and Web application to be an advantageous and effective method when requesting feedback from supervising physicians. Focus group data from 18 students enrolled in a 4-week anesthesia clerkship revealed the following themes: (1) students often have to solicit feedback, (2) timely feedback is perceived as being advantageous, (3) feedback from faculty is perceived to be more effective, (4) requesting feedback from faculty physicians poses challenges, (5) the decision to request feedback may be influenced by the student’s clinical performance, and (6) using a mobile device and Web application may not guarantee timely feedback. Students perceived using a mobile Web-based application to initiate feedback from supervising physicians to be a valuable method of assessment. However, challenges and barriers were identified.

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Using focus groups in medical education research: AMEE Guide No. 91.

Renée Stalmeijer, Nancy McNaughton, Walther van Mook (2014)

Qualitative research methodology has become an established part of the medical education research field. A very popular data-collection technique used in qualitative research is the "focus group". Focus groups in this Guide are defined as "… group discussions organized to explore a specific set of issues … The group is focused in the sense that it involves some kind of collective activity … crucially, focus groups are distinguished from the broader category of group interview by the explicit use of the group interaction as research data" (Kitzinger 1994, p. 103). This Guide has been designed to provide people who are interested in using focus groups with the information and tools to organize, conduct, analyze and publish sound focus group research within a broader understanding of the background and theoretical grounding of the focus group method. The Guide is organized as follows: Firstly, to describe the evolution of the focus group in the social sciences research domain. Secondly, to describe the paradigmatic fit of focus groups within qualitative research approaches in the field of medical education. After defining, the nature of focus groups and when, and when not, to use them, the Guide takes on a more practical approach, taking the reader through the various steps that need to be taken in conducting effective focus group research. Finally, the Guide finishes with practical hints towards writing up a focus group study for publication.

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State of the science in health professional education: effective feedback.

Julian C Archer (2010)

Effective feedback may be defined as feedback in which information about previous performance is used to promote positive and desirable development. This can be challenging as educators must acknowledge the psychosocial needs of the recipient while ensuring that feedback is both honest and accurate. Current feedback models remain reductionist in their approach. They are embedded in the hierarchical, diagnostic endeavours of the health professions. Even when it acknowledges the importance of two-way interactions, feedback often remains an educator-driven, one-way process. An understanding of the various types of feedback and an ability to actively seek an appropriate approach may support feedback effectiveness. Facilitative rather than directive feedback enhances learning for high achievers. High-achieving recipients undertaking complex tasks may benefit from delayed feedback. It is hypothesised that such learners are supported by reducing interruptions during the task. If we accept that medical students and doctors are high achievers, we can draw on some guiding principles from a complex and rarely conclusive literature. Feedback should focus on the task rather than the individual and should be specific. It should be directly linked to personal goals. Self-assessment as a means to identify personal learning requirements has no theoretical basis. Motivated recipients benefit from challenging facilitated feedback from external sources. To achieve truly effective feedback, the health professions must nurture recipient reflection-in-action. This builds on self-monitoring informed by external feedback. An integrated approach must be developed to support a feedback culture. Early training and experience such as peer feedback may over time support the required cultural change. Opportunities to provide feedback must not be missed, including those to impart potentially powerful feedback from high-stakes assessments. Feedback must be conceptualised as a supported sequential process rather than a series of unrelated events. Only this sustained approach will maximise any effect.

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Feedback in clinical medical education.

J Ende (1983)

In the setting of clinical medical education, feedback refers to information describing students' or house officers' performance in a given activity that is intended to guide their future performance in that same or in a related activity. It is a key step in the acquisition of clinical skills, yet feedback is often omitted or handled improperly in clinical training. This can result in important untoward consequences, some of which may extend beyond the training period. Once the nature of the feedback process is appreciated, however, especially the distinction between feedback and evaluation and the importance of focusing on the trainees' observable behaviors rather than on the trainees themselves, the educational benefit of feedback can be realized. This article presents guidelines for offering feedback that have been set forth in the literature of business administration, psychology, and education, adapted here for use by teachers and students of clinical medicine.

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Author and article information

Journal

Journal ID (nlm-ta): J Med Educ Curric Dev

Journal ID (iso-abbrev): J Med Educ Curric Dev

Journal ID (publisher-id): MDE

Journal ID (hwp): spmde

Title: Journal of Medical Education and Curricular Development

Publisher: SAGE Publications (Sage UK: London, England )

ISSN (Electronic): 2382-1205

Publication date (Electronic): 08 December 2017

Publication date Collection: Jan-Dec 2017

Volume: 4

Electronic Location Identifier: 2382120517746384

Affiliations

[1 ]Department of Anesthesiology, Vanderbilt University Medical Center, Nashville, TN, USA

[2 ]Department of Anesthesiology, Vanderbilt University School of Medicine, Nashville, TN, USA

Author notes

[*]Amy C Robertson, Department of Anesthesiology, Vanderbilt University Medical Center, 2301 VUH, Nashville, TN 37232, USA. Email: Amy.robertson@ 123456vanderbilt.edu

Article

Publisher ID: 10.1177_2382120517746384 Publisher-manuscript ID: MDE-0043193

DOI: 10.1177/2382120517746384

PMC ID: 5736051

PubMed ID: 29349345

SO-VID: fa5f21b7-d128-463c-a9a3-5dd20723a6a5

License:

This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License ( http://www.creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ( https://us.sagepub.com/en-us/nam/open-access-at-sage).

History

Date received : 29 July 2017

Date accepted : 10 November 2017

Custom metadata

cover-date January-December 2017

Keywords: feedback,medical student education,clinical education

Data availability:

Keywords: feedback, medical student education, clinical education

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Medical Student Perceptions of Learner-Initiated Feedback Using a Mobile Web Application

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Abstract

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Journal of Medical Education Research

Most cited references 31

Using focus groups in medical education research: AMEE Guide No. 91.

State of the science in health professional education: effective feedback.

Feedback in clinical medical education.

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Cited by 5

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