Students and clinical teachers’ experiences about productive feedback practices in the clinical workplace from a sociocultural perspective

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dc.catalogadordfo
dc.contributor.authorFuentes Cimma, Javiera Carolina
dc.contributor.authorSluijsmans, Dominique
dc.contributor.authorOrtega Bastidas, Javiera
dc.contributor.authorVillagran, Ignacio
dc.contributor.authorArnoldo Javier, Riquelme Pérez
dc.contributor.authorHeeneman, Sylvia
dc.date.accessioned2025-03-17T14:59:56Z
dc.date.available2025-03-17T14:59:56Z
dc.date.issued2024
dc.description.abstractFor feedback to be productive, it relies on the interactions of participants, design elements, and resources. Yet, complexities in clinical education pose challenges for feedback practices in students and teachers, and efforts to improve feedback often ignore the influence of culture and context. A recent sociocultural approach to feedback practices recognized three layers to understand the complexity of productive feedback: the encounter layer, the design layer, and the knowledge layer. This study explores the sociocultural factors that influence productive feedback practices in clinical settings from the clinical teacher–student dyad perspective. A cross-sectional qualitative study in a physiotherapy clerkship involved semi-structured interviews with ten students and eight clinical educators. Convenience sampling was used, and participation was voluntary. Employing thematic analysis from a sociocultural perspective, this study examined feedback practices across the three layers of feedback practices. The analysis yielded different elements along the three layers that enable productive feedback practices in the clinical workplace: (1) the feedback encounter layer: dyadic relationships, mutual trust, continuity of supervision, and dialogue; (2) the feedback design layer: enabled learning opportunities and feedback scaffolding; (3) the knowledge domain layer in the clinical culture: Growing clinical experience and accountability. In the context of undergraduate clinical education, productive feedback practices are shaped by social–cultural factors. Designing feedback practices should consciously integrate these components, such as cultivating relationships, fostering guidance, enhancing feedback agency, and enabling supervised autonomy to promote productive feedback.
dc.fechaingreso.objetodigital2025-03-17
dc.format.extent12 páginas
dc.fuente.origenORCID
dc.identifier.doi10.3390/ime3040035
dc.identifier.eissn2813-141X
dc.identifier.urihttps://doi.org/10.3390/ime3040035
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/102669
dc.information.autorucEscuela de Medicina; Fuentes Cimma Javiera Carolina; 0000-0003-0720-2169; 1011133
dc.information.autorucEscuela de Medicina; Riquelme Perez Arnoldo Javier; 0000-0002-8259-8960; 3538
dc.issue.numero3
dc.language.isoen
dc.nota.accesoContenido completo
dc.revistaInternational medical education
dc.rightsacceso abierto
dc.rights.licenseAtribución/Reconocimiento 4.0 Internacional
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/deed.es
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleStudents and clinical teachers’ experiences about productive feedback practices in the clinical workplace from a sociocultural perspective
dc.typeartículo
sipa.codpersvinculados1011133
sipa.codpersvinculados3538
sipa.trazabilidadORCID;2025-03-03
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