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首页> 外文期刊>Medical teacher >Reflection as a component of formative assessment appears to be instrumental in promoting the use of feedback; An observational study
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Reflection as a component of formative assessment appears to be instrumental in promoting the use of feedback; An observational study

机译：反思是形成性评估的一部分，似乎在促进使用反馈方面发挥了作用;观察研究

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Background: Although the literature suggests that reflection has a positive impact on learning, there is a paucity of evidence to support this notion. Aim: We investigated feedback and reflection in relation to the likelihood that feedback will be used to inform action plans. We hypothesised that feedback and reflection present a cumulative sequence (i.e. trainers only pay attention to trainees' reflections when they provided specific feedback) and we hypothesised a supplementary effect of reflection. Method: We analysed copies of assessment forms containing trainees' reflections and trainers' feedback on observed clinical performance. We determined whether the response patterns revealed cumulative sequences in line with the Guttman scale. We further examined the relationship between reflection, feedback and the mean number of specific comments related to an action plan (ANOVA) and we calculated two effect sizes. Results: Both hypotheses were confirmed by the results. The response pattern found showed an almost perfect fit with the Guttman scale (0.99) and reflection seems to have supplementary effect on the variable action plan. Conclusions: Reflection only occurs when a trainer has provided specific feedback; trainees who reflect on their performance are more likely to make use of feedback. These results confirm findings and suggestions reported in the literature.
机译：背景：尽管文献表明反思对学习有积极影响，但仍缺乏足够的证据支持这一观点。目的：我们调查了有关反馈将用于制定行动计划的可能性的反馈和反思。我们假设反馈和反思呈现出一个累积序列（即培训师仅在受训者提供特定反馈时才注意他们的反思），并且我们假设反思具有补充作用。方法：我们分析了评估表的副本，其中包含受训者的看法和受训者对观察到的临床表现的反馈。我们确定响应模式是否显示符合Guttman量表的累积序列。我们进一步检查了反思，反馈和与行动计划（ANOVA）相关的特定评论的平均数量之间的关系，并计算了两种效果大小。结果：结果均证实了两种假设。发现的反应模式显示与古特曼量表（0.99）几乎完美契合，而反射似乎对可变行动计划具有补充作用。结论：只有当培训师提供了具体反馈时，才会发生反思。反映自己表现的受训者更可能利用反馈。这些结果证实了文献报道的发现和建议。

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