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Reflection: a link between receiving and using assessment feedback

机译：反思：接收和使用评估反馈之间的链接

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Problem statement and background Feedback is essential to learning and practice improvement, yet challenging both to provide and receive. The purpose of this paper was to explore reflective processes which physicians described as they considered their assessment feedback and the perceived utility of that reflective process. Methods This is a qualitative study using principles of grounded theory. We conducted interviews with 28 family physicians participating in a multi-source feedback program and receiving scores across the spectrum from high to low. Results Feedback, especially negative feedback, evoked reflective responses. Reflection seemed to be the process through which feedback was or was not assimilated and appeared integral to decisions to accept and use the feedback. Facilitated reflection upon feedback was viewed as a positive influence for assimilation and acceptance. Conclusions Receiving feedback inconsistent with self-perceptions stimulated physicians' reflective processes. The process of reflection appeared instrumental to feedback acceptance and use, suggesting that reflection may be an important educational focus in the formative assessment and feedback process.
机译：问题陈述和背景反馈对于学习和实践的改进至关重要，但在提供和接受方面都存在挑战。本文的目的是探索反射过程，医生在描述反射过程时会考虑他们的评估反馈以及该反射过程的感知效用。方法这是使用扎根理论原理进行的定性研究。我们采访了28位家庭医生，他们参加了多源反馈计划，并收到了从高到低的各个方面的分数。结果反馈，特别是负面反馈，引起反思性反应。反思似乎是反馈被吸收或不被吸收的过程，并且似乎是接受和使用反馈的决定所不可或缺的。对反馈的促进反思被视为对同化和接受的积极影响。结论收到与自我看法不一致的反馈会刺激医生的反思过程。反思的过程似乎对反馈的接受和使用有帮助，这表明反思可能是形成性评估和反馈过程中的重要教育重点。

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