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Published on: September 27, 2020
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Faculty Perspectives on Roles and Tensions in Supporting Student Learning and Self-Regulation Through Feedback and
Xian Liu1, Diana Dolmans1, Maryam Asoodar1
1Department of Educational Development & Research, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands.
Perspectives on Medical Education
|October 27, 2025
Summary
Faculty find programmatic assessment beneficial for learning but struggle to personalize feedback and coaching. Balancing student autonomy with graduation requirements presents challenges in fostering self-regulated learning (SRL).
Area of Science:
- Medical Education
- Educational Psychology
Background:
- Assessment in health professions education is shifting from grading to fostering learning environments.
- This paradigm shift emphasizes student-centered learning and self-regulated learning (SRL).
- Faculty roles are evolving towards facilitation, involving feedback and coaching.
Purpose of the Study:
- To explore faculty perceptions of their roles and the challenges in supporting student learning and SRL.
- To understand the tensions faculty experience when providing feedback and coaching within programmatic assessment.
Main Methods:
- Qualitative constructivist paradigm.
- Five semi-structured focus group interviews with 17 faculty members.
- Thematic analysis using inductive and deductive approaches.
Main Results:
- Faculty find task-level feedback easier than competency development feedback.
- Personalizing narrative feedback for individual learning paths is difficult.
- Coaching aims to foster student reflection and autonomy, requiring adaptation to student needs.
- Balancing student autonomy with meeting graduation requirements is a key tension in coaching.
Conclusions:
- Faculty perceive programmatic assessment as enhancing learning but face practical challenges.
- Tailoring feedback and aligning coaching with SRL and institutional requirements are significant hurdles.
- Further understanding is needed to effectively support SRL through feedback and coaching in health professions education.
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