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A Qualitative Textual Analysis of Feedback Comments in ePortfolios: Quality and Alignment with the CanMEDS Roles
Sofie Van Ostaeyen1, Mieke Embo2,3, Tijs Rotsaert1
1Department of Educational Sciences at Ghent University in Belgium, Belgium.
Perspectives on Medical Education
|December 25, 2023
Summary
High-quality feedback in healthcare education is challenging. Most ePortfolio comments were of moderate quality, with few meeting all criteria or addressing all CanMEDS roles, indicating a need for better feedback training.
Area of Science:
- Medical Education
- Healthcare Professions Education
- Competency-Based Education
Background:
- Effective feedback is crucial for competency development in healthcare students.
- ePortfolios are valuable tools for facilitating feedback during clinical placements.
- The quality and alignment of ePortfolio feedback with competency frameworks require investigation.
Purpose of the Study:
- To assess the quality of written feedback comments in healthcare students' ePortfolios.
- To determine how these feedback comments align with the CanMEDS roles.
Main Methods:
- Qualitative textual analysis of 2,349 feedback comments from 149 healthcare students.
- Deductive content analysis using matrices for feedback quality criteria and CanMEDS roles.
Main Results:
- Only 14.9% of feedback comments met all four quality criteria (performance, judgment, elaboration, improvement).
- Most comments were of moderate quality, meeting two to three criteria.
- The Medical Expert role was most represented; Leader and Health Advocate roles were least represented.
Conclusions:
- Providing high-quality feedback in ePortfolios is challenging for educators.
- Individual and continuous feedback training is recommended to improve feedback quality and alignment with CanMEDS roles.
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