Department of Radiography, Nelson Mandela University, Summerstrand, Port Elizabeth, South Africa.
Department of Nursing Science, Nelson Mandela University, Summerstrand, Port Elizabeth, South Africa.
Radiography (Lond). 2021 May;27(2):533-538. doi: 10.1016/j.radi.2020.11.009. Epub 2020 Dec 1.
Summative clinical assessments and feedback, conducted at clinical training sites, are vital for successfully preparing undergraduate diagnostic radiography students to become competent, skilled diagnostic radiographers. However, providing appropriate feedback in a clinical context is a complex matter, as studies show that students often feel intimidated by feedback and may only accept feedback selectively, so as to pass their assessment or course. This article reports on the experiences of radiography students regarding summative clinical assessment feedback.
A qualitative, exploratory, descriptive, and contextual research design was used. Data were gathered from radiography students at one higher education institution in South Africa who were registered in year three and year four of a four-year professional Diagnostic Radiography degree. Five semi-structured focus group interviews were conducted, with 26 participants in total. Focus group interviews were audio recorded, transcribed verbatim and coded using Tesch's data analysis method.
Two principle themes emerged from the data analysis. Theme 1 unpacked whether radiography students viewed the assessor as an ally or foe. It was found that various assessor-related characteristics influenced radiography students receptivity towards feedback and this was related to how they viewed the assessor. Theme 2 concerned the radiography students' perceptions of the key elements influencing the nature of a feedback process. These elements were influenced primarily by the assessor, but the attitudes of radiography students towards the feedback process were also important.
Radiography students reported various positive experiences regarding assessor feedback during the summative clinical assessments. However, they were also dissatisfied with numerous aspects of how the assessors provided feedback often viewing the assessor as one who is a foe or who is opposed to their success. Subsequently the negative aspects of the feedback process hampered the learning experience of the participants.
Awareness and the development of feedback skills for assessors and radiography students would be beneficial to the learning process. Radiography students, the radiography profession and ultimately the patients would benefit from the effects of effective feedback.
在临床培训场所进行总结性临床评估和反馈对于成功培养本科诊断放射学学生成为有能力、熟练的诊断放射技师至关重要。然而，在临床环境中提供适当的反馈是一个复杂的问题，因为研究表明，学生通常对反馈感到害怕，并且可能只选择性地接受反馈，以便通过评估或课程。本文报告了放射学学生对总结性临床评估反馈的经验。
使用定性、探索性、描述性和情境研究设计。数据来自南非一所高等教育机构的放射学学生，他们在四年制专业诊断放射学学位的第三年和第四年注册。共进行了五次半结构化焦点小组访谈，共有 26 名参与者。焦点小组访谈进行了录音，逐字转录，并使用特施的数据分析方法进行编码。
数据分析中出现了两个主要主题。主题 1 揭示了放射学学生是否将评估员视为盟友或敌人。结果发现，各种评估员相关特征影响了放射学学生对反馈的接受程度，这与他们对评估员的看法有关。主题 2 涉及影响反馈过程性质的关键因素的放射学学生的看法。这些因素主要受评估员的影响，但放射学学生对反馈过程的态度也很重要。
放射学学生报告了在总结性临床评估期间对评估员反馈的各种积极经验。然而，他们对评估员提供反馈的许多方面也不满意，通常将评估员视为敌人或反对他们成功的人。因此，反馈过程的负面方面阻碍了参与者的学习体验。
评估员和放射学学生对反馈技能的认识和发展将有利于学习过程。放射学学生、放射学专业以及最终的患者将从有效的反馈效果中受益。
