van Wyk Jacqueline, McLean Michelle
Faculty of Health Sciences, University of KwoZulu-NATAL School of Undergraduate Medical Education, Nelson R. Mandela School of Medicine, South Africa.
Med Teach. 2007 Feb;29(1):e26-31. doi: 10.1080/01421590601032435.
Recruiting and retaining facilitators in problem-based learning requires considerable staff development. Providing meaningful feedback to individual facilitators should contribute to improved management of the tutorial group.
To ascertain the value ascribed by facilitators to feedback they received (based on student input) regarding their performance in the small group tutorial in a new problem-based learning curriculum.
Thirty-seven facilitators from a purposive sample, selected for their facilitation experience during the 2001-2003 period, completed a comprehensive survey regarding their experiences. The aspect currently being reported deals with the perceived usefulness of the feedback they received from students and from Faculty following the evaluation of their participation in the small group tutorial. Data are reported for medically qualified and non-medically qualified facilitators.
Both clinical (50%) but more notably the non-clinical (70%) facilitators found the feedback (individual facilitator and general report) useful. Facilitators generally preferred the qualitative comments provided by students in the open-ended section of the evaluation to the Likert scale items. Student comments were valued for the specific direction they offered facilitators to reflect and improve on their management of the small group. For this feedback to be more useful, however, facilitators believed that it needed to be completed by more students who took time to critically engage with the criteria and reflect more honestly on their experiences. In addition, facilitators requested for feedback reports to be made available sooner such that they could improve their facilitation skills for the next group of students.
Both qualitative and quantitative feedback are important for facilitator development and training. While quantitative feedback is important for summative purposes (e.g. quality assurance and promotion), individual student comments provide more formative feedback, allowing facilitators to reflect on and improve their management of the small group. In order for the feedback to be valid, the majority of students had to participate. Facilitators should receive feedback in time to allow them to modify their activities for the new group.
在基于问题的学习中招募和留住辅导员需要大量的人员培训。向个体辅导员提供有意义的反馈应有助于改善小组辅导的管理。
确定辅导员对他们收到的（基于学生意见）关于其在新的基于问题的学习课程中的小组辅导表现的反馈所赋予的价值。
从一个有目的的样本中选取了37名在2001 - 2003年期间具有辅导经验的辅导员，他们完成了一项关于其经历的综合调查。目前报告的这方面内容涉及他们对在参与小组辅导评估后从学生和教员那里收到的反馈的感知有用性。报告了医学资质合格和非医学资质合格的辅导员的数据。
临床辅导员（50%），但更显著的是非临床辅导员（70%），发现反馈（个体辅导员反馈和总体报告）是有用的。辅导员一般更喜欢学生在评估的开放式部分提供的定性评论，而不是李克特量表项目。学生评论因其为辅导员提供了关于反思和改进小组管理的具体方向而受到重视。然而，为了使这种反馈更有用，辅导员认为需要有更多花时间认真对照标准并更诚实地反思自己经历的学生来完成。此外，辅导员要求更快提供反馈报告，以便他们能为下一组学生提高辅导技能。
定性和定量反馈对辅导员的发展和培训都很重要。虽然定量反馈对于总结性目的（如质量保证和晋升）很重要，但个体学生评论提供了更多形成性反馈，使辅导员能够反思并改进他们对小组的管理。为了使反馈有效，大多数学生必须参与。辅导员应及时收到反馈，以便他们能为新的小组调整自己的活动。
