Department of Educational Sciences at Ghent University in Belgium, Belgium.
Department of Nursing and Midwifery at the University of Antwerp, Belgium.
Perspect Med Educ. 2023 Dec 22;12(1):584-593. doi: 10.5334/pme.1050. eCollection 2023.
Competency-based education requires high-quality feedback to guide students' acquisition of competencies. Sound assessment and feedback systems, such as ePortfolios, are needed to facilitate seeking and giving feedback during clinical placements. However, it is unclear whether the written feedback comments in ePortfolios are of high quality and aligned with the current competency focus. Therefore, this study investigates the quality of written feedback comments in ePortfolios of healthcare students, as well as how these feedback comments align with the CanMEDS roles.
A qualitative textual analysis was conducted. 2,349 written feedback comments retrieved from the ePortfolios of 149 healthcare students (specialist medicine, general practice, occupational therapy, speech therapy and midwifery) were analysed retrospectively using deductive content analysis. Two structured categorisation matrices, one based on four literature-derived feedback quality criteria ( and ) and another one on the seven CanMEDS roles ( and ), guided the analysis.
The minority of the feedback comments (n = 352; 14.9%) could be considered of high quality because they met all four quality criteria. Most feedback comments were of moderate quality and met only two to three quality criteria. Regarding the CanMEDS roles, the role was most frequently represented in the feedback comments, as opposed to the roles and .
The results highlighted that providing high-quality feedback is challenging. To respond to these challenges, it is recommended to set up individual and continuous feedback training.
能力本位教育要求提供高质量的反馈，以指导学生掌握能力。需要健全的评估和反馈系统，如电子档案袋，以促进在临床实习中寻求和提供反馈。然而，目前尚不清楚电子档案袋中的书面反馈意见的质量是否高，是否与当前的能力重点一致。因此，本研究调查了医疗保健学生电子档案袋中书面反馈意见的质量，以及这些反馈意见与 CanMEDS 角色的一致性。
采用定性文本分析。对 149 名医疗保健学生（专科医学、全科医学、职业治疗、言语治疗和助产士）的电子档案袋中检索到的 2349 条书面反馈意见进行回顾性分析，采用演绎内容分析法。两个结构化的分类矩阵，一个基于四个文献衍生的反馈质量标准（和），另一个基于 CanMEDS 七个角色（和），指导了分析。
只有少数（n = 352；14.9%）反馈意见可被认为质量较高，因为它们符合所有四个质量标准。大多数反馈意见的质量中等，仅符合两到三个质量标准。就 CanMEDS 角色而言，反馈意见中最常出现的是角色，而不是角色和。
结果表明，提供高质量的反馈具有挑战性。为了应对这些挑战，建议进行个人和持续的反馈培训。
