Sudarso Sulistiawati, Rahayu Gandes Retno, Suhoyo Yoyo
Department of Medical Education, Faculty of Medicine, Mulawarman University, Indonesia.
Department of Medical Education, Faculty of Medicine, Universitas Gadjah Mada, Indonesia.
Int J Med Educ. 2016 Dec 19;7:407-413. doi: 10.5116/ijme.580b.363d.
This study was aimed to explore students' learning response toward feedback during mini-CEX encounter.
This study used a phenomenological approach to identify the students' experiences toward feedback during mini-CEX encounter. Data was collected using Focus Group Discussion (FGD) for all students who were in their final week of clerkship in the internal medicine rotation. There were 4 FGD groups (6 students for each group). All FGD were audio-taped and transcribed verbatim. The FGD transcripts were analyzed thematically and managed using Atlas-ti (version 7.0).
Feedback content and the way of providing feedback on mini-CEX stimulated students' internal process, including self-reflection, emotional response, and motivation. These internal processes encouraged the students to take action or do a follow-up on the feedback to improve their learning process. In addition, there was also an external factor, namely consequences, which also influenced the students' reaction to the follow-up on feedback. In the end, this action caused several learning effects that resulted in the students' increased self-efficacy, attitude, knowledge and clinical skill.
Feedback content and the way of providing feedback on mini-CEX stimulates the students' internal processes to do a follow-up on feedback. However, another external factor also affects the students' decision on the follow-up actions. The follow-ups result in various learning effects on the students. Feedback given along with summative assessment enhances learning effects on students, as well. It is suggested that supervisors of clinical education are prepared to comprehend every factor influencing feedback on mini CEX to improve the students' learning response.
本研究旨在探讨学生在迷你临床演练评估（mini-CEX）过程中对反馈的学习反应。
本研究采用现象学方法来确定学生在mini-CEX过程中对反馈的体验。通过焦点小组讨论（FGD）收集数据，对象为所有在内科轮转实习最后一周的学生。共分为4个FGD小组（每组6名学生）。所有FGD讨论均进行录音并逐字转录。对FGD转录文本进行主题分析，并使用Atlas-ti（版本7.0）进行管理。
mini-CEX的反馈内容及反馈方式激发了学生的内在过程，包括自我反思、情绪反应和动机。这些内在过程促使学生针对反馈采取行动或进行跟进，以改善他们的学习过程。此外，还有一个外部因素，即后果，也影响学生对反馈跟进的反应。最终，这一行动产生了多种学习效果，使学生的自我效能感、态度、知识和临床技能得到提高。
mini-CEX的反馈内容及反馈方式激发了学生对反馈进行跟进的内在过程。然而，另一个外部因素也会影响学生对后续行动的决策。这些跟进对学生产生了各种学习效果。与总结性评估一起给出的反馈也增强了对学生的学习效果。建议临床教育督导人员准备好理解影响mini CEX反馈的每个因素，以改善学生的学习反应。
