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Summary
This summary is machine-generated.

Implementing a group function reflection tool in problem-based learning (PBL) highlights the need for structured yet flexible peer feedback processes. Optimizing feedback density and valuing appreciative feedback are key for effective student learning.

Keywords:
group functionhealth-professions educationlearning toolpeer feedbackproblem-based learning

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Area of Science:

  • Medical Education
  • Educational Psychology

Background:

  • Self-directed peer feedback is crucial for problem-based learning (PBL).
  • Ineffective feedback scaffolding can hinder student learning and efficiency.
  • Guidance on structuring peer feedback processes is limited.

Purpose of the Study:

  • To identify implementation considerations for a group function reflection tool.
  • To explore group feedback behaviors during the tool's operationalization.
  • To understand student and tutor experiences with peer feedback in PBL.

Main Methods:

  • Qualitative study using direct content analysis and semi-structured focus groups.
  • 24 medical students and 2 tutors participated over four weeks.
  • Analysis informed by Human Factors Framework, Task-Gap-Action model, and 'Thanks for the Feedback' framework.

Main Results:

  • Appreciative feedback is often undervalued.
  • Tensions exist between structure and flexibility in feedback processes.
  • The interplay of written and verbal feedback is significant.
  • Feedback density requires careful optimization.
  • The reflection tool was perceived as a potential threat by tutors.

Conclusions:

  • Operationalizing the tool revealed inherent tensions in peer feedback.
  • A self-guided peer feedback process requires prompting for effectiveness.
  • Further research is needed to understand peer feedback in broader educational contexts.