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Navigating discourses of feedback: developing a pattern system of feedback.

Catherine Patocka1,2,3, Lara Cooke4, Irene W Y Ma5,6

  • 1Department of Emergency Medicine, University of Calgary Cumming School of Medicine, Calgary, Canada. catherine.patocka@ucalgary.ca.

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Summary
This summary is machine-generated.

This study develops a pattern system to clarify the ambiguous concept of feedback in medical education. It organizes feedback into 36 representations across six domains, aiding analysis and knowledge synthesis.

Keywords:
ConceptualizationFeedbackPattern systemPattern theory

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Area of Science:

  • Medical Education
  • Health Professions Education
  • Educational Psychology

Background:

  • Feedback is a crucial but ambiguously defined concept in health professions education.
  • Existing definitions of feedback vary, encompassing processes, data, conversations, and reflective exercises.
  • This ambiguity hinders effective understanding and application of feedback in educational settings.

Purpose of the Study:

  • To develop a comprehensive pattern system for feedback in medical education.
  • To address the ambiguity and multiple meanings associated with the term 'feedback'.
  • To provide a framework for analyzing and synthesizing knowledge about feedback.

Main Methods:

  • Adapted Arksey & O'Malley's 5-stage scoping review methodology into a 6-step pattern system development process.
  • Conducted a review of 218 full-text articles and tested the system against 2833 additional citations.
  • Utilized pattern theory to develop and represent feedback patterns.

Main Results:

  • Developed a pattern system comprising 36 pattern representations organized under 6 domains: feedback referent, intentions, information, processing, response, and meta.
  • The pattern system was applied to two feedback models, demonstrating its utility as an analytical lens.
  • The system offers a structured approach to understanding diverse feedback discourses.

Conclusions:

  • The developed pattern system provides a unified framework to address the multifaceted nature of feedback in medical education.
  • This system can enhance the analysis of various feedback instances and facilitate knowledge synthesis.
  • The pattern system holds potential for broader application in understanding and improving feedback practices across educational contexts.