Lim Youn Seon, Willey Joanne M, Bangeranye Catherine
Quantitative and Mixed Methods Research Methodologies, Educational Studies, University of Cincinnati, 2610 University Cir-638, Cincinnati, OH 45221 USA.
Department of Science Education, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, NY USA.
Med Sci Educ. 2024 May 10;34(5):1117-1122. doi: 10.1007/s40670-024-02064-2. eCollection 2024 Oct.
Feedback stands as a cornerstone in facilitating knowledge and skill acquisition, particularly in the realm of self-directed learning. Drawing from Vygotskian theory, which posits learning as an apprenticeship process within the zone of proximal development (ZPD), effective feedback becomes a crucial scaffold for students navigating their educational journey. This article delves into the significance of feedback, guided by Hattie and Timperley's three pivotal questions. While clinical environments recognize the importance of feedback in patient care, its application during the formative preclerkship years often remains overlooked.
反馈是促进知识和技能获取的基石，尤其是在自主学习领域。借鉴维果茨基理论，该理论将学习视为在最近发展区内的学徒过程，有效的反馈成为学生在教育旅程中导航的关键支架。本文在哈蒂和廷珀利的三个关键问题的指导下，深入探讨反馈的重要性。虽然临床环境认识到反馈在患者护理中的重要性，但其在实习前形成性阶段的应用往往仍被忽视。
