Lupton-Smith Alison, Herman Nicoline, Schmutz Anna
Division of Physiotherapy, Stellenbosch University, Cape Town, South Africa.
Department of Health Professions Education, Stellenbosch University, Cape Town, South Africa.
BMC Med Educ. 2025 Jan 20;25(1):94. doi: 10.1186/s12909-025-06635-8.
Feedback is an important part of learning, however, it often does not have the desired effect. Much work has been done exploring students' engagement with feedback and factors which may impact engagement. Mutual understanding of feedback and feedback practice on the part of the student and educator is essential.
This study explored the perceptions of feedback of final-year physiotherapy students at Stellenbosch University (South Africa). Twelve semi-structured interviews were conducted to generate data. Cultural-historical activity theory was used as an analytic lens in the data analysis.
Students understood feedback to be a continuous, bidirectional conversation in which they were actively involved. Students recognised their agency in feedback practice. Despite their understanding, their agency was often undermined by factors such as the environment, context and most notably the perceived positioning and relationships between students and educators. Educators who were perceived as credible and created a safe psychosocial space had a positive influence on the students' perception of feedback.
Students' perceptions of feedback and their engagement was the product of a complex and dynamic interplay of factors. While students recognise their agency, this may be hindered by relationships and the design of feedback in the curriculum. As educators, one must consider how we contribute to this and enable students to activate and use their agency in feedback practice.
反馈是学习的重要组成部分，然而，它往往没有达到预期效果。在探索学生对反馈的参与度以及可能影响参与度的因素方面已经做了很多工作。学生和教育工作者对反馈及反馈实践的相互理解至关重要。
本研究探讨了南非斯泰伦博斯大学理疗专业最后一年学生对反馈的看法。进行了12次半结构化访谈以收集数据。文化历史活动理论被用作数据分析的分析视角。
学生们认为反馈是一种他们积极参与的持续双向对话。学生们认识到自己在反馈实践中的能动性。尽管他们有这样的理解，但他们的能动性常常受到环境、背景等因素的影响，最明显的是学生与教育工作者之间的感知定位和关系。被认为可信并能营造安全心理社会空间的教育工作者对学生的反馈认知有积极影响。
学生对反馈的认知及其参与度是多种因素复杂动态相互作用的产物。虽然学生认识到自己的能动性，但这可能会受到关系和课程中反馈设计的阻碍。作为教育工作者，必须考虑我们如何对此产生影响，并使学生能够在反馈实践中激活并运用他们的能动性。
