Mellon Matthew, Van Dierdonck Hanna, Morjaria Leo, Bracken Keyna, Sibbald Matthew
Medicine, McMaster University, Hamilton, CAN.
Family Medicine, McMaster University, Hamilton, CAN.
Cureus. 2024 Dec 3;16(12):e75027. doi: 10.7759/cureus.75027. eCollection 2024 Dec.
Introduction Self-directed peer feedback is integral to the problem-based learning (PBL) process, but poorly scaffolded feedback processes can be inefficient and ineffective and there is little guidance on how students should structure these processes. This study aims to identify implementation considerations for a group function reflection tool and explore group feedback behaviours around the operationalization of the tool. Methods We conducted a qualitative study informed by direct content analysis using the group function reflection tool and conducted semi-structured focus groups in 2024 with 24 medical students and two tutors participating in a PBL curriculum. Students conducted peer feedback using the tool over four weeks, submitted feedback through an online form, and reflected on their experiences in focus groups. We analyzed feedback responses and transcripts in a staged approach, sensitized by three frameworks: the Human Factors Framework, the Task-Gap-Action model of feedback, and Appreciation, Coaching, and Evaluation. Results We constructed five themes: 1) appreciative feedback is often under-valued, 2) there is tension between structure and flexibility in the feedback process, 3) the interplay between written and verbal feedback, 4) the density of feedback requires careful optimization, and 5) the tool as a threat to tutors. Discussion Operationalization of the tool exposed tensions around the peer feedback process. The tool reinforced the importance of a self-guided process for peer feedback which also requires prompting. It raised assumptions about the PBL feedback process which should be further studied to better understand peer feedback in broader contexts.
引言 自我指导的同伴反馈是基于问题的学习（PBL）过程不可或缺的一部分，但反馈过程缺乏良好的支架支持可能效率低下且效果不佳，而且对于学生应如何构建这些过程几乎没有指导。本研究旨在确定一种小组功能反思工具的实施考量因素，并探索围绕该工具实施的小组反馈行为。方法 我们进行了一项定性研究，采用直接内容分析法，使用小组功能反思工具，并于2024年对参与PBL课程的24名医学生和两名导师进行了半结构化焦点小组访谈。学生们在四周内使用该工具进行同伴反馈，通过在线表格提交反馈，并在焦点小组中反思他们的经历。我们采用分阶段的方法分析反馈回复和访谈记录，以三个框架为敏感因素：人因框架、反馈的任务-差距-行动模型以及欣赏、指导和评估。结果 我们构建了五个主题：1）欣赏性反馈往往被低估；2）反馈过程中结构与灵活性之间存在紧张关系；3）书面反馈与口头反馈之间的相互作用；4）反馈的密度需要仔细优化；5）该工具对导师构成威胁。讨论 该工具的实施揭示了同伴反馈过程中的紧张关系。该工具强化了同伴反馈自我指导过程的重要性，而这一过程也需要引导。它引发了关于PBL反馈过程的假设，应进一步研究以在更广泛的背景下更好地理解同伴反馈。
