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首页> 美国卫生研究院文献>GMS Journal for Medical Education >Implementation of online peer feedback for student self-reflection – first steps on the development of a feedback culture at a medical faculty
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Implementation of online peer feedback for student self-reflection – first steps on the development of a feedback culture at a medical faculty

机译：实施在线对等反馈以实现学生的自我反省–医学学院发展反馈文化的第一步

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>Objective: Acquisition and application of professional and personal competences is accompanied by the formation and consolidation of attitudes and values and is influenced by the norms and moods (trust and feedback culture) experienced in the learning environment in question []. In particular, feedback and peer feedback can have a positive influence on the learning progress and personal development of students [], [], []. The promotion of a culture of teaching and ultimately of trust or feedback, plays a special role in this []. The aim was therefore to structurally integrate feedback into the curriculum of a model study course in order to develop a feedback culture in which students can develop personally and professionally with the help of regular and constructive feedback.>Methodology: Following an initial pilot phase in 2009, (peer) feedback was gradually integrated into the curriculum at the medical faculty, in the first instance through checklists and subsequently through an online questionnaire and direct interviews. The activities were regularly analyzed on the basis of student evaluations using the EvaSys evaluation software and semi-standardized questionnaire-based interviews with six students in 2009 and 13 students each in 2012 and 2013. >Results: Initially, students felt that the trust and feedback culture at their location as being in need of improvement. There were uncertainties regarding the use of constructive feedback and making criticism but also trust issues regarding the expression of personal perceptions to faculty members. It was possible to document the increase in the acceptance of the offers in the course of their establishment by an improvement in student evaluation and an increase in the number of participants in the voluntary offers amongst others. Qualitative data showed that students had a more positive perception or assessment of the location’s feedback concept as well as indications of improvements in the culture of trust at the location. The proportion of constructive free-text comments increased significantly by 11% to 99.4% compared to the previous year (t(3)=-3.79, p=0.04). Thus, in terms of the objective, an increase in feedback activities and their quality at the faculty was achieved.>Conclusion: Feedback, its acceptance as well as the quality, can be positively influenced at a faculty. Change measures should be tested repeatedly in discussion with users regarding practicability in order to directly pick up implementation issues and obstacles so they can be remedied in the interests of the users. This can influence the development of a culture of trust and feedback and should promote the personal and professional development of students in the long term.
机译：>目标：专业和个人能力的获得和应用伴随着态度和价值观的形成和巩固，并受有关学习环境中所经历的规范和情绪（信任和反馈文化）的影响[ ]。尤其是，反馈和同伴反馈可以对学生的学习进度和个人发展产生积极的影响[]，[]，[]。促进教学文化并最终建立信任或反馈的文化在这方面发挥了特殊作用。因此，目的是在结构上将反馈信息整合到模型学习课程的课程中，以发展一种反馈文化，使学生可以在定期和建设性的反馈意见的帮助下个人和专业地发展。>方法论：在2009年的初始试点阶段，（同伴）反馈逐渐通过清单，随后通过在线问卷调查和直接访谈的方式被整合到医学院的课程中。定期使用EvaSys评估软件在学生评估的基础上对活动进行分析，并基于半标准化问卷调查，分别对2009年的6名学生和2012年和2013年的13名学生进行了调查。>结果：感到需要改善他们所在位置的信任和反馈文化。在使用建设性反馈和进行批评方面存在不确定性，但在表达对教师的个人看法方面也存在信任问题。通过改善学生评价和增加自愿参加者的数量，可以记录在接受提议过程中接受提议的增加。定性数据表明，学生对该地点的反馈概念有更积极的看法或评估，并且表明该地点的信任文化有所改善。与去年相比，建设性自由文本评论的比例显着增加了11％，达到99.4％（t（3）=-3.79，p = 0.04）。因此，就目标而言，教师的反馈活动及其质量得到了提高。>结论：反馈对教师的反馈，接受程度和质量都可能产生积极影响。在与用户讨论实用性时，应反复测试变更措施，以便直接找出实施问题和障碍，以便根据用户的利益进行补救。这可以影响信任和反馈文化的发展，并应长期促进学生的个人和专业发展。

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