Mowchun Justin J, Davila Claire Hogue
Departments of Neurology and Medical Education, Geisel School of Medicine at Dartmouth, Dartmouth-Hitchcock Medical Center, Lebanon, NH USA.
Med Sci Educ. 2022 Nov 11;32(6):1487-1493. doi: 10.1007/s40670-022-01677-9. eCollection 2022 Dec.
Small group case-based learning (CBL) facilitators are content experts that may provide feedback to students on cognitive reasoning skills and knowledge acquisition. However, student feedback-seeking behavior and response toward faculty feedback in CBL sessions are not known, and it is essential to maximize feedback in this setting where it can be a challenge to observe student performance while groups may have varied emphasis on individual versus team performance. We explored student perceptions of the effectiveness of faculty feedback processes during CBL sessions.
This qualitative study used semi-structured interviews with ten second year medical students enrolled in the Geisel School of Medicine preclinical neurology course. Investigator triangulation was used with interpretation comparisons that included independent content analysis. The constructed themes were discussed and final theme consensus was reached.
Three major themes arose: (1) students value frequent feedback on their understanding of key clinical case concepts; (2) the CBL learning environment is not conducive to individual feedback; and (3) student feedback-seeking behavior and response are influenced by self-perceived level of preparedness for the sessions and overall comfort with the CBL facilitator and learning environment.
Students value content-based feedback from CBL sessions and need more individualized feedback. The style of the facilitator and overall learning environment can vary widely in the small group setting and has direct impact on feedback opportunities and student feedback-seeking behavior.
基于案例的小组学习（CBL）的促进者是内容专家，他们可以就认知推理技能和知识获取向学生提供反馈。然而，在CBL课程中，学生寻求反馈的行为以及对教师反馈的反应尚不清楚。在这种情况下，由于在小组中观察学生表现可能具有挑战性，而且小组对个人与团队表现的重视程度可能各不相同，因此最大限度地利用反馈至关重要。我们探讨了学生对CBL课程中教师反馈过程有效性的看法。
本定性研究采用半结构化访谈，对象为十名就读于盖泽尔医学院临床前神经学课程的二年级医学生。采用研究者三角互证法，并进行包括独立内容分析在内的解释比较。对构建的主题进行了讨论，并达成了最终的主题共识。
出现了三个主要主题：（1）学生重视对其对关键临床案例概念理解的频繁反馈；（2）CBL学习环境不利于个人反馈；（3）学生寻求反馈的行为和反应受其对课程准备程度的自我认知以及对CBL促进者和学习环境总体舒适度的影响。
学生重视CBL课程中基于内容的反馈，并且需要更多个性化反馈。在小组环境中，促进者的风格和整体学习环境可能差异很大，并且对反馈机会和学生寻求反馈的行为有直接影响。
