• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文OA文献 >Medical Student Perceptions of Feedback and Feedback Behaviors Within the Context of the “Educational Alliance”
【2h】

Medical Student Perceptions of Feedback and Feedback Behaviors Within the Context of the “Educational Alliance”

机译：医学生对“教育联盟”背景下反馈和反馈行为的看法

代理获取
本网站仅为用户提供外文OA文献查询和代理获取服务，本网站没有原文。下单后我们将采用程序或人工为您竭诚获取高质量的原文，但由于OA文献来源多样且变更频繁，仍可能出现获取不到、文献不完整或与标题不符等情况，如果获取不到我们将提供退款服务。请知悉。
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Purpose: Using the "educational alliance" as a conceptual framework, the authors explored medical students' beliefs about feedback and how their feedback behaviors reflect their perceptions.\udMethod: Five focus groups (four to six medical students each) at one UK medical school in 2015 were used to capture and elucidate learners' feedback perceptions and behaviors within the context of the learner-educator relationship. A map of key feedback opportunities across the program was used as a tool for exploring student engagement with the feedback process. Qualitative data were analyzed using an approach based on grounded theory principles.\udResults: Three learner feedback behaviors emerged: recognizing, using, and seeking feedback. Five core themes influencing these behaviors were generated: learner beliefs, attitudes, and perceptions; relationships; teacher attributes; mode of feedback; and learning culture. Conceptual models illustrating the relationships between the themes and each behavior were developed. Learning culture influenced all three behaviors with a wide context of influences.\udConclusions: Ensuring that feedback leads to improved performance requires more than training educators in best practices. The conceptual models support the educational alliance framework and illustrate the context and complexity of learning culture surrounding the educational relationship, learner, and feedback exchange. The educational alliance approach is underpinned by a mutual understanding of purpose and responsibility. Enhancing learners' feedback literacy skills seems to be the key aspect of the educational alliance in need of attention. Empowering learners to recognize, seek, and use feedback received within diverse learning cultures is essential.
机译：目的：使用“教育联盟”作为概念框架，作者探索了医学生对反馈的看法以及他们的反馈行为如何反映他们的看法。\ ud方法：一所英国医学院的五个焦点小组（每组四到六名医学学生）在2015年，他们被用来捕捉和阐明学习者与教育者之间关系中学习者的反馈感知和行为。整个计划中关键反馈机会的地图被用作探索学生参与反馈过程的工具。结果基于以下三种方法对定性数据进行了分析。\ ud结果：出现了三种学习者的反馈行为：识别，使用和寻求反馈。产生了影响这些行为的五个核心主题：学习者的信念，态度和看法；关系;教师属性；反馈方式；和学习文化。开发了说明主题与每种行为之间关系的概念模型。学习文化在广泛的影响范围内影响了这三种行为。\ ud结论：要确保反馈能够提高绩效，需要的不仅仅是培训最佳实践者。概念模型支持教育联盟框架，并说明围绕教育关系，学习者和反馈交流的学习文化的背景和复杂性。对目标和责任的相互理解是教育联盟方法的基础。提高学习者的反馈素养技能似乎是需要关注的教育联盟的关键方面。使学习者能够识别，寻求和使用在各种学习文化中获得的反馈是至关重要的。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
代理获取

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号