Cavaleiro Inês, de Carvalho Filho Marco Antonio
School of Medicine, University of Minho, Braga, Portugal.
Wenckebach Institute (WIOO) - Lifelong Learning, Education, and Assessment Research Network (LEARN), University Medical Center Groningen, Groningen, The Netherlands.
Med Educ. 2024 Jun;58(6):750-760. doi: 10.1111/medu.15264. Epub 2023 Nov 20.
Feedback is crucial to promote learning and improve performance. However, we lack a nuanced understanding of how medical teachers reflect on and internalise (or not) student feedback (SF). This study aims to fill this gap by exploring how teachers make sense of SF to improve their performance and nurture their personal and professional development.
In this cross-sectional qualitative study based on a constructivist paradigm, 14 medical teachers individually drew a Rich Picture (RP) of a feedback experience in which they received informal or formal feedback from students, resulting in a personal or professional change. After the drawing, we interviewed the participants to deepen our understanding of teachers' experiences. We analysed the drawings and interview transcripts using an iterative process of thematic analysis.
SF that culminated in personal or professional change is a highly emotional experience for teachers, often with long-lasting consequences. It may threaten or reassure their self-concept and professional identity, generating feedback avoidance or feedback-seeking behaviour. SF is particularly powerful in transforming teaching practices when teachers feel connected to students through an honest and constructive relationship. Remarkably, some teachers intentionally build relationships with certain (selected) students to get 'qualified' feedback. SF acceptance also increases when teachers are open to receiving feedback and there is an institutional culture that values feedback. Finally, medical teachers believe that formal (planned) feedback is relevant to improve the curriculum, while informal (spontaneous) feedback is important for promoting teachers' personal and professional development.
SF has the potential to become a transformative learning experience for teachers. The student-teacher relationship and teachers' emotional reactions affect the way teachers make sense of and internalise SF and enact behavioural change. Understanding the complexity surrounding SF is vital for supporting teachers in seizing opportunities for growth and in nurturing a meaningful relationship with the act of teaching.
反馈对于促进学习和提高表现至关重要。然而，我们对医学教师如何反思并内化（或不内化）学生反馈（SF）缺乏细致入微的理解。本研究旨在通过探索教师如何理解学生反馈以提高其表现并促进其个人和职业发展来填补这一空白。
在这项基于建构主义范式的横断面定性研究中，14名医学教师分别绘制了一幅“丰富图景”（RP），描绘他们收到学生非正式或正式反馈后带来个人或职业改变的反馈经历。绘图完成后，我们对参与者进行了访谈，以加深对教师经历的理解。我们使用主题分析的迭代过程分析了绘图和访谈记录。
最终导致个人或职业改变的学生反馈对教师来说是一种高度情绪化的经历，往往会产生持久的影响。它可能会威胁或巩固他们的自我概念和职业身份，引发反馈回避或反馈寻求行为。当教师通过诚实且建设性的关系与学生建立联系时，学生反馈在改变教学实践方面特别有力。值得注意的是，一些教师有意与某些（选定的）学生建立关系以获得“合格”的反馈。当教师乐于接受反馈且存在重视反馈的机构文化时，对学生反馈的接受度也会提高。最后，医学教师认为正式（有计划的）反馈对于改进课程很重要，而非正式（自发的）反馈对于促进教师的个人和职业发展很重要。
学生反馈有可能成为教师变革性的学习经历。师生关系以及教师的情绪反应会影响教师理解和内化学生反馈并实施行为改变的方式。理解围绕学生反馈的复杂性对于支持教师抓住成长机会以及培养与教学行为有意义的关系至关重要。
