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Residents' perceptions of what makes feedback valuable in workplace-based learning: A discrete choice experiment
Renée M van der Leeuw1, Noor H Bouwmeester2, Kevin W Eva3
1Amaris Zorggroep, Hilversum, The Netherlands.
Medical Education
|October 2, 2024
Summary
Feedback's perceived learning value depends more on how it is delivered than who delivers it. Understanding learner preferences through profiles can improve feedback effectiveness.
Area of Science:
- Medical Education
- Healthcare Professional Development
- Feedback Mechanisms
Background:
- Learner-provider interaction is key in feedback research.
- Understanding variability in feedback perception is crucial for educators.
- Idiosyncratic feedback assessment can be overwhelming.
Purpose of the Study:
- Determine resident preferences for feedback attributes.
- Identify patterns in learner perceptions of feedback value.
- Investigate factors influencing feedback credibility.
Main Methods:
- Discrete choice experiment with 95 elderly care medicine residents.
- Systematic variation of feedback attributes: Dialogue, Focus, Relationship, Situation, Source, Valence.
- Mixed logit model and latent class analysis to determine preferences and clusters.
Main Results:
- Valence, Dialogue, Relationship, and Focus significantly influenced feedback preferences (approx. 20% each).
- Source and Situation had less impact (approx. 11% each).
- Three distinct learner preference profiles identified, accounting for 62% of respondents.
Conclusions:
- The manner of feedback delivery is more critical than the source for perceived learning value.
- Learner preference heterogeneity exists, but predictive factors are not yet identified.
- Utilizing identified learner profiles can enhance feedback tailoring and effectiveness.
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