Students and Clinical Teachers’ Experiences About Productive Feedback Practices in the Clinical Workplace from a Sociocultural Perspective
For feedback to be productive, it relies on the interactions of participants, design elements, and resources. Yet, complexities in clinical education pose challenges for feedback practices in students and teachers, and efforts to improve feedback often ignore the influence of culture and context. A...
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| Format: | Article |
| Language: | English |
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MDPI AG
2024-11-01
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| Series: | International Medical Education |
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| Online Access: | https://www.mdpi.com/2813-141X/3/4/35 |
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| author | Javiera Fuentes-Cimma Dominique Sluijsmans Javiera Ortega-Bastidas Ignacio Villagran Arnoldo Riquelme-Perez Sylvia Heeneman |
| author_facet | Javiera Fuentes-Cimma Dominique Sluijsmans Javiera Ortega-Bastidas Ignacio Villagran Arnoldo Riquelme-Perez Sylvia Heeneman |
| author_sort | Javiera Fuentes-Cimma |
| collection | DOAJ |
| description | For feedback to be productive, it relies on the interactions of participants, design elements, and resources. Yet, complexities in clinical education pose challenges for feedback practices in students and teachers, and efforts to improve feedback often ignore the influence of culture and context. A recent sociocultural approach to feedback practices recognized three layers to understand the complexity of productive feedback: the encounter layer, the design layer, and the knowledge layer. This study explores the sociocultural factors that influence productive feedback practices in clinical settings from the clinical teacher–student dyad perspective. A cross-sectional qualitative study in a physiotherapy clerkship involved semi-structured interviews with ten students and eight clinical educators. Convenience sampling was used, and participation was voluntary. Employing thematic analysis from a sociocultural perspective, this study examined feedback practices across the three layers of feedback practices. The analysis yielded different elements along the three layers that enable productive feedback practices in the clinical workplace: (1) the feedback encounter layer: dyadic relationships, mutual trust, continuity of supervision, and dialogue; (2) the feedback design layer: enabled learning opportunities and feedback scaffolding; (3) the knowledge domain layer in the clinical culture: Growing clinical experience and accountability. In the context of undergraduate clinical education, productive feedback practices are shaped by social–cultural factors. Designing feedback practices should consciously integrate these components, such as cultivating relationships, fostering guidance, enhancing feedback agency, and enabling supervised autonomy to promote productive feedback. |
| format | Article |
| id | doaj-art-d1bf6c7c42c1464cbee010fc13612f30 |
| institution | Kabale University |
| issn | 2813-141X |
| language | English |
| publishDate | 2024-11-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | International Medical Education |
| spelling | doaj-art-d1bf6c7c42c1464cbee010fc13612f302024-12-27T14:30:30ZengMDPI AGInternational Medical Education2813-141X2024-11-013446147210.3390/ime3040035Students and Clinical Teachers’ Experiences About Productive Feedback Practices in the Clinical Workplace from a Sociocultural PerspectiveJaviera Fuentes-Cimma0Dominique Sluijsmans1Javiera Ortega-Bastidas2Ignacio Villagran3Arnoldo Riquelme-Perez4Sylvia Heeneman5Department of Physiotherapy, School of Health Sciences, Faculty of Medicine, Pontificia Universidad Católica de Chile, Santiago 7820436, ChileResearch Centre Urban Talent, Rotterdam University of Applied Sciences, 3015 EK Rotterdam, The NetherlandsDepartment of Medical Education, Faculty of Medicine, Universidad de Concepción, Concepción 4070386, ChileDepartment of Physiotherapy, School of Health Sciences, Faculty of Medicine, Pontificia Universidad Católica de Chile, Santiago 7820436, ChileDepartment of Gastroenterology, School of Medicine, Faculty of Medicine, Pontificia Universidad Católica de Chile, Santiago 8320165, ChileDepartment of Pathology, Faculty of Health, Medicine and Health Sciences, School of Health Professions Education, Maastricht University, 6211 LK Maastricht, The NetherlandsFor feedback to be productive, it relies on the interactions of participants, design elements, and resources. Yet, complexities in clinical education pose challenges for feedback practices in students and teachers, and efforts to improve feedback often ignore the influence of culture and context. A recent sociocultural approach to feedback practices recognized three layers to understand the complexity of productive feedback: the encounter layer, the design layer, and the knowledge layer. This study explores the sociocultural factors that influence productive feedback practices in clinical settings from the clinical teacher–student dyad perspective. A cross-sectional qualitative study in a physiotherapy clerkship involved semi-structured interviews with ten students and eight clinical educators. Convenience sampling was used, and participation was voluntary. Employing thematic analysis from a sociocultural perspective, this study examined feedback practices across the three layers of feedback practices. The analysis yielded different elements along the three layers that enable productive feedback practices in the clinical workplace: (1) the feedback encounter layer: dyadic relationships, mutual trust, continuity of supervision, and dialogue; (2) the feedback design layer: enabled learning opportunities and feedback scaffolding; (3) the knowledge domain layer in the clinical culture: Growing clinical experience and accountability. In the context of undergraduate clinical education, productive feedback practices are shaped by social–cultural factors. Designing feedback practices should consciously integrate these components, such as cultivating relationships, fostering guidance, enhancing feedback agency, and enabling supervised autonomy to promote productive feedback.https://www.mdpi.com/2813-141X/3/4/35feedbackclinical educationsocioculturalclerkships |
| spellingShingle | Javiera Fuentes-Cimma Dominique Sluijsmans Javiera Ortega-Bastidas Ignacio Villagran Arnoldo Riquelme-Perez Sylvia Heeneman Students and Clinical Teachers’ Experiences About Productive Feedback Practices in the Clinical Workplace from a Sociocultural Perspective International Medical Education feedback clinical education sociocultural clerkships |
| title | Students and Clinical Teachers’ Experiences About Productive Feedback Practices in the Clinical Workplace from a Sociocultural Perspective |
| title_full | Students and Clinical Teachers’ Experiences About Productive Feedback Practices in the Clinical Workplace from a Sociocultural Perspective |
| title_fullStr | Students and Clinical Teachers’ Experiences About Productive Feedback Practices in the Clinical Workplace from a Sociocultural Perspective |
| title_full_unstemmed | Students and Clinical Teachers’ Experiences About Productive Feedback Practices in the Clinical Workplace from a Sociocultural Perspective |
| title_short | Students and Clinical Teachers’ Experiences About Productive Feedback Practices in the Clinical Workplace from a Sociocultural Perspective |
| title_sort | students and clinical teachers experiences about productive feedback practices in the clinical workplace from a sociocultural perspective |
| topic | feedback clinical education sociocultural clerkships |
| url | https://www.mdpi.com/2813-141X/3/4/35 |
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