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Verbal interaction analysis: viewing feedback through a different lens.

Benjamin Blatt1, Sharon Confessore, Gene Kallenberg

  • 1Department of Medicine, The George Washington University School of Medicine, Washington, DC, USA. msdbcb@gwumc.edu

Teaching and Learning in Medicine
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Summary
This summary is machine-generated.

Verbal interaction analysis reveals that medical teachers dominate conversations and focus on factual feedback, indicating potential for improved learner involvement and feedback balance in medical education.

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Area of Science:

  • Medical Education
  • Communication Analysis
  • Healthcare Professions Education

Background:

  • Verbal interaction analysis is an underutilized method for evaluating feedback dynamics.
  • It offers unique insights into feedback characteristics not captured by traditional assessments.

Purpose of the Study:

  • To investigate verbal interaction analysis for assessing feedback between senior medical student teachers and junior learners.
  • To quantify verbal dominance, feedback balance, and cognitive levels in these interactions.

Main Methods:

  • Analysis of 14 videotaped feedback encounters between senior medical student teachers and junior learners.
  • Classification of 417 utterances based on verbal dominance, feedback balance, and cognitive level.

Main Results:

  • Teachers accounted for the majority of utterances (65.2%).
  • Feedback was predominantly positive (33.5%) or neutral (45.9%), with less corrective feedback (20.6%).
  • Teacher utterances were primarily at the factual cognitive level (74.3%).

Conclusions:

  • Verbal interaction analysis effectively quantifies key feedback dimensions: verbal dominance, positive-corrective balance, and cognitive level.
  • These dimensions offer insights into learner involvement and feedback effectiveness.
  • Further research is recommended to validate this method in medical education and other settings.