Designing feedback processes in the workplace-based learning of undergraduate health professions education: a scoping review

Simple item page
dc.article.number440
dc.catalogadoryvc
dc.contributor.authorFuentes Cimma, Javiera Carolina
dc.contributor.authorSluijsmans, Dominique
dc.contributor.authorRiquelme Pérez, Arnoldo Javier
dc.contributor.authorVillagrán Gutiérrez, Ignacio Andrés
dc.contributor.authorIsbej Espósito, Lorena Pilar
dc.contributor.authorOlivares Labbé, María Teresa
dc.contributor.authorHeeneman, Sylvia
dc.date.accessioned2024-04-29T19:51:22Z
dc.date.available2024-04-29T19:51:22Z
dc.date.issued2024
dc.description.abstractBackground: Feedback processes are crucial for learning, guiding improvement, and enhancing performance. In workplace-based learning settings, diverse teaching and assessment activities are advocated to be designed and implemented, generating feedback that students use, with proper guidance, to close the gap between current and desired performance levels. Since productive feedback processes rely on observed information regarding a student's performance, it is imperative to establish structured feedback activities within undergraduate workplace-based learning settings. However, these settings are characterized by their unpredictable nature, which can either promote learning or present challenges in offering structured learning opportunities for students. This scoping review maps literature on how feedback processes are organised in undergraduate clinical workplace-based learning settings, providing insight into the design and use of feedback. Methods: A scoping review was conducted. Studies were identified from seven databases and ten relevant journals in medical education. The screening process was performed independently in duplicate with the support of the StArt program. Data were organized in a data chart and analyzed using thematic analysis. The feedback loop with a sociocultural perspective was used as a theoretical framework. Results: The search yielded 4,877 papers, and 61 were included in the review. Two themes were identified in the qualitative analysis: (1) The organization of the feedback processes in workplace-based learning settings, and (2) Sociocultural factors influencing the organization of feedback processes. The literature describes multiple teaching and assessment activities that generate feedback information. Most papers described experiences and perceptions of diverse teaching and assessment feedback activities. Few studies described how feedback processes improve performance. Sociocultural factors such as establishing a feedback culture, enabling stable and trustworthy relationships, and enhancing student feedback agency are crucial for productive feedback processes. Conclusions: this review identified concrete ideas regarding how feedback could be organized within the clinical workplace to promote feedback processes. The feedback encounter should be organized to allow follow-up of the feedback, i.e., working on required learning and performance goals at the next occasion. The educational programs should design feedback processes by appropriately planning subsequent tasks and activities. More insight is needed in designing a full-loop feedback process, in which specific attention is needed in effective feedforward practices.
dc.fechaingreso.objetodigital2024-04-29
dc.fuente.origenORCID
dc.identifier.doi10.1186/s12909-024-05439-6
dc.identifier.urihttps://doi.org/10.1186/s12909-024-05439-6
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/85368
dc.information.autorucEscuela de medicina; Fuentes Cimma, Javiera Carolina; 0000-0003-0720-2169; 1011133
dc.information.autorucEscuela de medicina; Riquelme Pérez, Arnoldo Javier; 0000-0002-8259-8960; 3538
dc.information.autorucDepartamento de Ciencias de la Salud; Villagrán Gutiérrez, Ignacio Andrés ; 0000-0003-3130-8326 ; 1039444
dc.information.autorucEscuela de medicina; Isbej Espósito, Lorena Pilar; 0000-0002-4272-8484; 1009697
dc.information.autorucProrrectoría; Olivares Labbé, María Teresa; 0000-0002-7885-6832; 1013636
dc.language.isoen
dc.nota.accesocontenido completo
dc.pagina.final25
dc.pagina.inicio1
dc.revistaBMC Medical Education
dc.rightsacceso abierto
dc.rights.licenseCC0 Universal 1.0
dc.rights.urihttps://creativecommons.org/publicdomain/zero/1.0/
dc.subjectClinical clerkship
dc.subjectFeedback processes
dc.subjectFeedforward
dc.subjectFormative feedback
dc.subjectHealth professions
dc.subjectUndergraduate medical education
dc.subjectUndergraduate healthcare education
dc.subjectWorkplace learning
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación y calidad
dc.titleDesigning feedback processes in the workplace-based learning of undergraduate health professions education: a scoping review
dc.typeartículo
dc.volumen24
sipa.codpersvinculados1011133
sipa.codpersvinculados3538
sipa.codpersvinculados1039444
sipa.codpersvinculados1009697
sipa.codpersvinculados1013636
sipa.trazabilidadORCID;2024-04-29
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
TEXTO COMPLETO_Designing feedback processes.pdf
Size:
1.2 MB
Format:
Adobe Portable Document Format
Description:
Download
Collections
Artículos de revistas