Cordovani Ligia, Jack Susan M, Wong Anne, Monteiro Sandra
Department of Anesthesia, McMaster University, Hamilton, ON Canada.
School of Nursing, Department of Health Research Methods, Evidence and Impact, McMaster University, McMaster University, Hamilton, ON Canada.
Med Sci Educ. 2025 Feb 25;35(3):1345-1359. doi: 10.1007/s40670-025-02310-1. eCollection 2025 Jun.
Feedback from educators to students is considered an important and essential element of effective learning in medical education. Feedback literacy is the process in which a student receives, comprehends, accepts, and makes use of feedback. Factors affecting medical students' feedback literacy include students' characteristics, motivation, abilities in self-assessment, emotional reactions to feedback, and maturity. To generate a deeper understanding of this phenomenon, a sequential explanatory mixed methods study was conducted to measure students' motivational orientations and explore their strategies towards learning, how these orientations and strategies are related to students' feedback literacy, and how this relationship changes as students progress through a Canadian medical school. In the first quantitative phase, the Motivated Strategies for Learning Questionnaire (MSLQ) was administered to first- and last-year medical students at a Canadian university to measure their motivational orientations for learning and learning strategies. Using the quantitative results ( = 58) to develop a sampling strategy for the second phase, individuals with different motivational orientations and learning strategies were identified based on their questionnaires' scores. This purposeful sample ( = 15) was then invited to participate in the second explanatory phase of this study, where a qualitative description approach was applied. We conducted semi-structured interviews with students, divided into two groups: those who through the measurement of 4.62 or below by the MSLQ were identified as having a low motivational orientation for learning ( = 4), and those who through the measurement of 5.34 or above by the MSLQ were identified as having a high motivational orientation for learning ( = 3). Participants' views were explored and synthesized, with the intent for these findings to further explain how medical students' learning motivations and strategies might influence feedback literacy. The integration of findings showed that five factors could be taken into consideration when improving students' feedback literacy skills: learning goal orientation, self-regulation, help seeking, personality traits, and learning experience. Based on those factors, we identified some approaches that could allow the students to enhance their own feedback literacy. Feedback literacy could empower students to have more control over the feedback process and help them to overcome the barriers they still face during the feedback process.
The online version contains supplementary material available at 10.1007/s40670-025-02310-1.
教育工作者向学生提供的反馈被视为医学教育中有效学习的重要且关键要素。反馈素养是学生接收、理解、接受并利用反馈的过程。影响医学生反馈素养的因素包括学生的特征、动机、自我评估能力、对反馈的情绪反应以及成熟度。为了更深入地理解这一现象，我们开展了一项序列解释性混合方法研究，以测量学生的动机取向，探索他们的学习策略，这些取向和策略如何与学生的反馈素养相关，以及随着学生在加拿大医学院的学习进程，这种关系如何变化。在第一个定量阶段，我们对加拿大一所大学的一年级和最后一年医学生进行了学习动机策略问卷（MSLQ）测试，以测量他们的学习动机取向和学习策略。利用定量结果（n = 58）制定第二阶段的抽样策略，根据问卷得分确定具有不同动机取向和学习策略的个体。然后邀请这个有目的的样本（n = 15）参与本研究的第二个解释阶段，采用定性描述方法。我们对学生进行了半结构化访谈，分为两组：通过MSLQ测量得分在4. .62及以下的被确定为学习动机取向较低（n = 4），通过MSLQ测量得分在5.34及以上的被确定为学习动机取向较高（n = 3）。探讨并综合了参与者的观点，目的是让这些发现进一步解释医学生的学习动机和策略可能如何影响反馈素养。研究结果的整合表明，在提高学生的反馈素养技能时可以考虑五个因素：学习目标取向、自我调节、寻求帮助、人格特质和学习经历。基于这些因素，我们确定了一些可以让学生提高自身反馈素养的方法。反馈素养可以使学生对反馈过程有更多掌控，并帮助他们克服在反馈过程中仍然面临的障碍。
在线版本包含可在10.1007/s40670-025-02310-1获取的补充材料。
