Medical Education and Research Development Unit, Universiti Malaya, Kuala Lumpur, Malaysia.
Department of Surgical Oncology, University Health Network, Toronto, Canada.
PLoS One. 2024 Nov 7;19(11):e0313332. doi: 10.1371/journal.pone.0313332. eCollection 2024.
Current feedback models advocate learner autonomy in seeking, processing, and responding to feedback so that medical students can become feedback-literate. Feedback literacy improves learners' motivation, engagement, and satisfaction, which in turn enhance their competencies. However, there is a lack of an objective method of measuring medical student feedback literacy in the empirical literature. Such an instrument is required to determine the level of feedback literacy amongst medical students and whether they would benefit from an intervention. Therefore, this research protocol addresses the methodology aimed at the development of a comprehensive instrument for medical student feedback literacy, which is divided into three phases, beginning with a systematic review. Available instruments in health profession education will be examined to create an interview protocol to define medical students' feedback literacy from the perspectives of medical students, educators, and patients. A thematic analysis will form the basis for item generation, which will subsequently undergo expert validation and cognitive interviews to establish content validity. Next, we will conduct a national survey to gather evidence of construct validity, internal consistency, hypothesis testing, and test-retest reliability. In the final phase, we will distribute the instrument to other countries in an international survey to assess its cross-cultural validity. This protocol will help develop an instrument that can assist educators in assessing student feedback literacy and evaluating their behavior in terms of managing feedback. Ultimately, educators can identify strengths, and improve communication with students, as well as feedback literacy and the feedback process. In conclusion, this study protocol outlined a systematic, evidence-based methodology to develop a medical student feedback literacy instrument. This study protocol will not only apply to medical and local cultural contexts, but it has the potential for application in other educational disciplines and cross-cultural studies.
目前的反馈模式提倡学习者自主寻求、处理和回应反馈，以便医学生能够具备反馈素养。反馈素养提高学习者的动机、参与度和满意度，进而增强他们的能力。然而，在实证文献中缺乏一种客观的方法来衡量医学生的反馈素养。这种工具是确定医学生反馈素养水平以及他们是否需要干预的必要条件。因此，本研究方案解决了旨在开发医学生反馈素养综合工具的方法学问题，该工具分为三个阶段，首先进行系统评价。将检查健康专业教育中的现有工具，以制定访谈方案，从医学生、教育者和患者的角度来定义医学生的反馈素养。主题分析将作为生成项目的基础，随后将进行专家验证和认知访谈，以建立内容有效性。接下来，我们将进行全国性调查，以收集结构有效性、内部一致性、假设检验和测试-重测可靠性的证据。在最后阶段，我们将在国际调查中向其他国家分发该工具，以评估其跨文化有效性。本方案将有助于开发一种工具，帮助教育者评估学生的反馈素养，并根据他们管理反馈的行为进行评估。最终，教育者可以识别优势，改进与学生的沟通，以及反馈素养和反馈过程。总之，本研究方案概述了一种系统的、基于证据的方法来开发医学生反馈素养工具。本研究方案不仅适用于医学和本地文化背景，还有潜力应用于其他教育学科和跨文化研究。
