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How Am I Doing in Small Group? Student Perceptions of Feedback in Case-Based Learning Sessions
Justin J Mowchun1, Claire Hogue Davila1
1Departments of Neurology and Medical Education, Geisel School of Medicine at Dartmouth, Dartmouth-Hitchcock Medical Center, Lebanon, NH USA.
Medical Science Educator
|December 19, 2022
Summary
Students in case-based learning (CBL) value frequent feedback on clinical concepts but find the small group setting limits individualized faculty feedback. Their engagement with feedback depends on preparedness and comfort with the facilitator.
Area of Science:
- Medical Education
- Cognitive Science
Background:
- Case-based learning (CBL) facilitators provide feedback on cognitive skills and knowledge acquisition.
- Student feedback-seeking behavior and response to faculty feedback in CBL are not well understood.
- Optimizing feedback is crucial in CBL due to challenges in observing individual performance and varied team dynamics.
Purpose of the Study:
- To explore student perceptions of faculty feedback effectiveness in CBL sessions.
- To understand how student feedback-seeking behavior is influenced within the CBL environment.
Main Methods:
- Qualitative study utilizing semi-structured interviews.
- Ten second-year medical students participated.
- Investigator triangulation and content analysis ensured reliability.
Main Results:
- Students highly value frequent feedback on clinical case concepts.
- The CBL environment often hinders individualized feedback.
- Feedback-seeking behavior is influenced by self-perceived preparedness and comfort with the facilitator and setting.
Conclusions:
- Students desire more individualized feedback in CBL settings.
- Faculty feedback effectiveness is significantly impacted by facilitator style and the overall learning environment.
- Student engagement with feedback is contingent on their readiness and relationship with the facilitator.
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