2018 JN PP L. M. Urquhart_1.pdf
Terbatas  Irwan Sofiyan
» Gedung UPT Perpustakaan
Terbatas  Irwan Sofiyan
» Gedung UPT Perpustakaan
Feedback in medical education is complicated by the multiple contexts within
which learning occurs. However, feedback research in medical education has typically
focused on information provided by tutors to students with limited exploration of the
influence of context. This research seeks to address this gap by exploring the influence of
multiple contexts upon feedback processes. Employing video-ethnography methodology
we explored feedback in two common contexts for medical student learning: the simulated
clinical environment and the medical workplace. Learning and teaching sessions were
filmed in each of these contexts, capturing diverse feedback processes. Data were analysed
for key themes using a Framework Analysis approach and similarities and differences
between the two contexts identified. In total 239 distinct feedback episodes across 28
different teaching and learning sessions were captured, with feedback processes relating to
the patient, practice, educational and institutional contexts observed. In this paper, we
concentrate on key similarities and differences in feedback processes between the two
contexts with respect to six themes: feedback interlocutors, interlocutor positioning,
feedback types, feedback foci, feedback styles and feedback milieu. We argue that feedback
is inextricably linked to the multiple contexts in which feedback is enacted. It is only
by exploring these contextual influences that feedback can be understood more fully. With
such understanding we should be better placed to develop interventions capable of
improving the long elusive experience of successful feedback.