Griffith University, School of Nursing and Midwifery, Kessels Road, Nathan, Queensland, 4111, Australia.
Central Queensland University, Ann Street, Brisbane, Queensland, 4000, Australia.
BMC Med Educ. 2020 Nov 25;20(1):466. doi: 10.1186/s12909-020-02378-w.
The importance of feedback in workplace-based settings cannot be underestimated. Approaches that evaluate feedback reflect either the sender's or receiver's viewpoint in isolation of each other. This study investigated prevailing student and practitioner views of feedback resulting from development and testing of a survey about feedback.
This study used a cross-sectional design, incorporating use of expert consultation and factor analysis of surveys. Fifty-two items based on identified attributes for effective feedback from current research were developed and reviewed through expert consultation. Surveys developed from the items were completed by students (n = 209) and practitioners (n = 145). The juxtaposition of items based on students' and practitioners' responses to the surveys were examined through use of exploratory factor analysis.
Separate student and practitioner surveys resulted. Each survey contained 23 items that clustered into factors. The item statements were different across practitioner and student groups Only nine items were shared across factors identified for both groups. The resulting factors represented different notions of feedback-namely, practitioners had a process-oriented focus in comparison with students' outcome focus.
While students and practitioners view feedback differently this does not necessarily mean they are incongruous.
在基于工作场所的环境中，反馈的重要性怎么强调都不为过。评估反馈的方法要么孤立地反映发送者的观点，要么孤立地反映接收者的观点。本研究通过开发和测试关于反馈的调查，调查了学生和从业者对反馈的普遍看法。
本研究采用了横断面设计，包括专家咨询和调查的因子分析。根据当前研究中有效反馈的确定属性，制定了 52 个项目，并通过专家咨询进行了审查。学生（n=209）和从业者（n=145）完成了基于这些项目的调查问卷。通过使用探索性因子分析，检查了学生和从业者对调查的回答中项目的并置。
分别制定了学生和从业者的调查问卷。每个调查问卷都包含 23 个项目，这些项目聚类成不同的因素。学生和从业者群体的项目陈述是不同的，只有 9 个项目是两组共同的因素。得出的因素代表了不同的反馈概念——即，与学生的结果关注相比，从业者更注重过程。
尽管学生和从业者对反馈的看法不同，但这并不一定意味着他们是不一致的。
