Piloting a constructive feedback model for problem-based learning in medical education
Purpose Constructive feedback is key to successful teaching and learning. The unique characteristics of problem-based learning (PBL) tutorials require a unique feedback intervention. Based on the review of existing literature, we developed a feedback model for PBL tutorials, as an extension of the f...
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| Format: | Article |
| Language: | English |
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Korean Society of Medical Education
2022-06-01
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| Series: | Korean Journal of Medical Education |
| Subjects: | |
| Online Access: | http://kjme.kr/upload/pdf/kjme-2022-225.pdf |
| _version_ | 1828329084067774464 |
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| author | Dwiretno Pangastuti Natalia Widiasih Diantha Soemantri |
| author_facet | Dwiretno Pangastuti Natalia Widiasih Diantha Soemantri |
| author_sort | Dwiretno Pangastuti |
| collection | DOAJ |
| description | Purpose Constructive feedback is key to successful teaching and learning. The unique characteristics of problem-based learning (PBL) tutorials require a unique feedback intervention. Based on the review of existing literature, we developed a feedback model for PBL tutorials, as an extension of the feedback facilitator guide of Mubuuke and his colleagues. This study was aimed to examine the perceptions of students and tutors on the feedback model that was piloted in PBL tutorials. Methods This study employed a qualitative research design. The model was tested in nine online PBL sessions, selected using the maximum variation sampling strategy based on tutors’ characteristics. All sessions were observed by the researcher. Afterwards, tutors and students in the PBL sessions were interviewed to explore their perceptions of the model. Results Three themes were identified based on the perceptions of the tutors and students: cognitive changes, behavioral changes, and challenges of the use of the feedback model. Both tutors and students benefited from improved cognition and behavior. However, the use of the feedback model still encountered some challenges, such as limited sources of feedback data, flexibility and adaptability of the model, content of feedback delivered, students’ characteristics and performance, tutors’ characteristics and self-perceptions, and supportive infrastructure. Conclusion The model can be used as a reference for tutors to deliver constructive feedback during PBL tutorials. The challenges identified in using the constructive feedback model include the need for synchronized guidelines, ample time to adapt to the model, and skills training for tutors. |
| first_indexed | 2024-04-13T20:19:39Z |
| format | Article |
| id | doaj.art-f94013530d27412485e63a98aad1e0cf |
| institution | Directory Open Access Journal |
| issn | 2005-727X 2005-7288 |
| language | English |
| last_indexed | 2024-04-13T20:19:39Z |
| publishDate | 2022-06-01 |
| publisher | Korean Society of Medical Education |
| record_format | Article |
| series | Korean Journal of Medical Education |
| spelling | doaj.art-f94013530d27412485e63a98aad1e0cf2022-12-22T02:31:35ZengKorean Society of Medical EducationKorean Journal of Medical Education2005-727X2005-72882022-06-0134213114310.3946/kjme.2022.2251334Piloting a constructive feedback model for problem-based learning in medical educationDwiretno Pangastuti0Natalia Widiasih1Diantha Soemantri2 Department of Medical Education, Faculty of Medicine, Universitas Brawijaya, Malang, Indonesia Department of Medical Education, Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia Department of Medical Education, Faculty of Medicine, Universitas Indonesia, Jakarta, IndonesiaPurpose Constructive feedback is key to successful teaching and learning. The unique characteristics of problem-based learning (PBL) tutorials require a unique feedback intervention. Based on the review of existing literature, we developed a feedback model for PBL tutorials, as an extension of the feedback facilitator guide of Mubuuke and his colleagues. This study was aimed to examine the perceptions of students and tutors on the feedback model that was piloted in PBL tutorials. Methods This study employed a qualitative research design. The model was tested in nine online PBL sessions, selected using the maximum variation sampling strategy based on tutors’ characteristics. All sessions were observed by the researcher. Afterwards, tutors and students in the PBL sessions were interviewed to explore their perceptions of the model. Results Three themes were identified based on the perceptions of the tutors and students: cognitive changes, behavioral changes, and challenges of the use of the feedback model. Both tutors and students benefited from improved cognition and behavior. However, the use of the feedback model still encountered some challenges, such as limited sources of feedback data, flexibility and adaptability of the model, content of feedback delivered, students’ characteristics and performance, tutors’ characteristics and self-perceptions, and supportive infrastructure. Conclusion The model can be used as a reference for tutors to deliver constructive feedback during PBL tutorials. The challenges identified in using the constructive feedback model include the need for synchronized guidelines, ample time to adapt to the model, and skills training for tutors.http://kjme.kr/upload/pdf/kjme-2022-225.pdfformative feedbackproblem-based learningmedical studentseducational model |
| spellingShingle | Dwiretno Pangastuti Natalia Widiasih Diantha Soemantri Piloting a constructive feedback model for problem-based learning in medical education Korean Journal of Medical Education formative feedback problem-based learning medical students educational model |
| title | Piloting a constructive feedback model for problem-based learning in medical education |
| title_full | Piloting a constructive feedback model for problem-based learning in medical education |
| title_fullStr | Piloting a constructive feedback model for problem-based learning in medical education |
| title_full_unstemmed | Piloting a constructive feedback model for problem-based learning in medical education |
| title_short | Piloting a constructive feedback model for problem-based learning in medical education |
| title_sort | piloting a constructive feedback model for problem based learning in medical education |
| topic | formative feedback problem-based learning medical students educational model |
| url | http://kjme.kr/upload/pdf/kjme-2022-225.pdf |
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