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"It's yours to take": generating learner feedback literacy in the workplace
Christy Noble1,2,3, Stephen Billett4, Lyn Armit5
1Medical Education Unit, Level 2, PED Building, Gold Coast University Hospital, Gold Coast Health, 1 Hospital Boulevard, Southport, 4226, QLD, Australia. c.noble@griffith.edu.au.
Advances in Health Sciences Education : Theory and Practice
|August 4, 2019
Summary
Students can improve their clinical learning by actively engaging with feedback. Developing feedback literacy helps healthcare students reframe feedback as a collaborative process, leading to better learning outcomes and performance during placements.
Area of Science:
- Medical Education
- Healthcare Professions Education
- Workplace Learning
Background:
- Student dissatisfaction with clinical feedback is common, often due to a focus on faculty rather than learner engagement.
- Effective feedback requires students to understand and actively participate in the feedback process.
- Enhancing student feedback literacy may improve engagement and learning outcomes in clinical settings.
Purpose of the Study:
- To explore student feedback literacy in healthcare settings from the learner's perspective.
- To problematise the concept of feedback literacy among healthcare students.
- To understand how students engage with feedback during clinical placements.
Main Methods:
- Qualitative interview study involving 27 healthcare students post-placement.
- Students participated in a feedback literacy program prior to their clinical placements.
- Framework method of qualitative analysis applied to interview transcripts, informed by workplace learning theory.
Main Results:
- Students reframed feedback as an active, initiated process rather than a passive reception.
- An intentional approach to feedback led to actionable improvement plans that students implemented.
- Students encountered challenges due to ingrained healthcare feedback norms, often prioritizing supervisor feedback over other sources.
Conclusions:
- Focused retraining can enhance student engagement with feedback in clinical settings.
- Structural and cultural factors influencing students' active participation in workplace feedback require further investigation.
- Developing student feedback literacy is crucial for optimizing learning and performance during clinical placements.