Exploring feedback literacy in the training of health professionals: a qualitative study

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dc.contributor.authorFuentes-Cimma, Javiera
dc.contributor.authorRammsy, Francisca
dc.contributor.authorMolina-Obreque, Alanis
dc.contributor.authorMurga-Alfaro, Valentina
dc.contributor.authorNeira-Silva, Catalina
dc.contributor.authorOlivares-Maturana, Daniela
dc.contributor.authorVillagran, Ignacio
dc.date.accessioned2025-01-20T16:04:29Z
dc.date.available2025-01-20T16:04:29Z
dc.date.issued2024
dc.description.abstractIntroduction: Feedback is recognized as a process in which students make sense of information from various sources and use it to improve performance. Several studies have shown dissatisfaction from students about this process, which could mean there is no conceptual consensus about this process.Feedback literacy refers to the understanding and capacities to make sense of the information received and use it to improve performance, which is considered essential for an effective feedback process. Despite its importance, the implications that student feedback literacy has in teaching and course design have not been sufficiently taken into account, and uncertainty persists about engaging them effectively, especially in clinical settings. Methodology: Cross-sectional study with a pragmatic approach and qualitative methods. First and fourth-year students from health-related careers at the Pontificia Universidad Cat & oacute;lica de Chile were invited to participate. Six focus groups were organized, and thematic analysis was used. Results: Three themes guided the findings. Differences exist between first- and fourth-year students regarding their capacity to recognize feedback instances and how they make sense of their experiences with this educational strategy. Students perceive feedback as a one-way process. Higher-level students recognize more instances of feedback. Conclusions: Understanding students' feedback literacy will enable future educational interventions on feedback processes in Health Sciences.
dc.fuente.origenWOS
dc.identifier.doi10.1016/j.rmclc.2024.10.004
dc.identifier.eissn0716-8640
dc.identifier.urihttps://doi.org/10.1016/j.rmclc.2024.10.004
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/89772
dc.identifier.wosidWOS:001356108900001
dc.issue.numero5-6
dc.language.isoen
dc.pagina.final490
dc.pagina.inicio484
dc.revistaRevista medica clinica las condes
dc.rightsacceso restringido
dc.subjectTraining of Health Professionals
dc.subjectFeedback Literacy
dc.subjectEducation
dc.subjectEffective Feedback
dc.subjectFeedback Experience
dc.subjectMedical Education
dc.titleExploring feedback literacy in the training of health professionals: a qualitative study
dc.typeartículo
dc.volumen35
sipa.indexWOS
sipa.trazabilidadWOS;2025-01-12
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