Chang Gung Medical Education Research Centre (CG-MERC), Chang Gung Memorial Hospital Linkou Branch, Taoyuan City, Taiwan.
Faculty of Health Sciences, The University of Sydney, Sydney, NSW, Australia.
BMJ Open. 2019 May 9;9(5):e029173. doi: 10.1136/bmjopen-2019-029173.
The validity of feedback as one of the defining components for electronic portfolios (e-portfolios) to be effective and efficacious has yet to be demonstrated. While the literature has shown individual beneficial features of e-portfolios and feedback per se, evidence of feedback as mediated through technology directly resulting in improved educational practice is scarce. The explanation of how feedback via e-portfolio improves educational practice is particularly vague.
The aim of this research is to unpack how and why feedback via e-portfolio is likely to flourish or wither in its path. Given the complexity of intervention, we will apply a theory-driven approach for evidence synthesis called realist synthesis. Informed by realist philosophy of science, it seems the most appropriate method because it explores observed outcomes (O) in terms of causal relationship between relevant contexts (C) and generating mechanisms (M. Initial programme theory will be developed through literature scoping. Later on it will be tested against purposively gathered evidence (through database and journal search), which simultaneously will be evaluated for rigour and relevance (whether method used are trustworthy and whether data contributes to theory building). We strive to (1) uncover 'context sensitive' mechanisms that generate feedback via e-portfolio to be (in) effective and (2) define in what circumstances is this mostly likely to occur.
The synthesis report will be written according to the RAMESES guidelines and its findings will be published in peer reviewed articles and presented at relevant conferences. The aim is to inform: (1) policy and decision makers for future-course design; (2) medical educators/clinical supervisors and learners for improved educational use. No formal ethical approval is required.
作为电子档案（e-portfolio）有效的和有效的定义组件之一，反馈的有效性尚未得到证明。虽然文献已经显示了 e-portfolio 和反馈本身的个别有益特征，但很少有证据表明反馈是通过技术直接导致教育实践的改善。关于通过电子档案反馈如何改善教育实践的解释特别模糊。
本研究的目的是阐明通过电子档案进行反馈如何以及为何可能在其发展过程中蓬勃发展或衰落。鉴于干预的复杂性，我们将应用一种称为现实主义综合的理论驱动的证据综合方法。受现实主义科学哲学的启发，这似乎是最合适的方法，因为它根据相关背景（C）和生成机制（M）之间的因果关系来探索观察到的结果（O）。初始方案理论将通过文献范围界定来开发。后来，它将根据有目的收集的证据进行测试（通过数据库和期刊搜索），同时评估其严谨性和相关性（所使用的方法是否值得信赖，以及数据是否有助于理论构建）。我们努力（1）揭示通过电子档案产生反馈的“情境敏感”机制，以确定其有效性和（2）定义在什么情况下最有可能发生这种情况。
综合报告将根据 RAMESES 指南编写，并将在同行评议的文章中发表，并在相关会议上展示。目的是为以下方面提供信息：（1）为未来课程设计提供政策和决策者；（2）为医学教育者/临床主管和学习者提供改进的教育用途。不需要正式的伦理批准。
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