Department of Medical Education, Faculty of Medicine, Universitas Brawijaya, Malang, Indonesia.
Department of Medical Education, Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia.
Korean J Med Educ. 2022 Jun;34(2):131-143. doi: 10.3946/kjme.2022.225. Epub 2022 May 31.
Constructive feedback is key to successful teaching and learning. The unique characteristics of problem-based learning (PBL) tutorials require a unique feedback intervention. Based on the review of existing literature, we developed a feedback model for PBL tutorials, as an extension of the feedback facilitator guide of Mubuuke and his colleagues. This study was aimed to examine the perceptions of students and tutors on the feedback model that was piloted in PBL tutorials.
This study employed a qualitative research design. The model was tested in nine online PBL sessions, selected using the maximum variation sampling strategy based on tutors' characteristics. All sessions were observed by the researcher. Afterwards, tutors and students in the PBL sessions were interviewed to explore their perceptions of the model.
Three themes were identified based on the perceptions of the tutors and students: cognitive changes, behavioral changes, and challenges of the use of the feedback model. Both tutors and students benefited from improved cognition and behavior. However, the use of the feedback model still encountered some challenges, such as limited sources of feedback data, flexibility and adaptability of the model, content of feedback delivered, students' characteristics and performance, tutors' characteristics and self-perceptions, and supportive infrastructure.
The model can be used as a reference for tutors to deliver constructive feedback during PBL tutorials. The challenges identified in using the constructive feedback model include the need for synchronized guidelines, ample time to adapt to the model, and skills training for tutors.
建设性反馈是教学成功的关键。基于问题的学习（PBL）教程的独特特征需要独特的反馈干预。基于对现有文献的回顾，我们为 PBL 教程开发了一种反馈模型，作为 Mubuuke 及其同事的反馈促进者指南的扩展。本研究旨在检查学生和导师对 PBL 教程中试点的反馈模型的看法。
本研究采用定性研究设计。该模型在九次在线 PBL 课程中进行了测试，这些课程是根据导师的特点采用最大变异抽样策略选择的。所有课程均由研究人员观察。之后，对 PBL 课程中的导师和学生进行了访谈，以探讨他们对该模型的看法。
根据导师和学生的看法，确定了三个主题：认知变化、行为变化和使用反馈模型的挑战。导师和学生都从认知和行为的改善中受益。然而，使用反馈模型仍面临一些挑战，例如反馈数据来源有限、模型的灵活性和适应性、反馈内容、学生的特点和表现、导师的特点和自我认知以及支持性基础设施。
该模型可作为导师在 PBL 教程中提供建设性反馈的参考。使用建设性反馈模型的挑战包括需要同步的指导方针、适应模型的充足时间以及对导师的技能培训。
