1,720,967 research outputs found
Study 3: Psychometric properties of the Feedback Orientation Scale in the clinical workplace of health professions students.
No full textThis study aimed to cross-culturally validate the Feedback Orientation Scale in the clinical workplace, with a focus on the Spanish adaptation of the instrument in the Chilean context.
A cross-cultural validation of the Feedback Orientation Scale was conducted across six Chilean universities and nine health professions education programs. The target population were students in their clinical clerkship. The scale was translated through a rigorous process and was applied online. Validity and reliability of the constructs were evaluated through confirmatory factor analysis. A descriptive statistical analysis was conducted.
A total of 510 students participated (70% female, with an average age of 24.1 years, and a 30% response rate). Students' responses were from Medicine (n = 128), Physiotherapy (n = 128), Nursing (n = 63), Dentistry (n = 49), and five other disciplines. Confirmatory factor analysis showed a sufficient fit of the original factor structure, CFI = 0.96, SRMR = 0.045, RMSEA = 0.051, 90% CI [0.044, 0.057]. Item loadings were above 0.50. Factor reliability ranged from 0.77 to 0.91. Overall, students’ perception of receptivity to feedback was positive, and the Feedback Self-efficacy subscale had the most "disagree" and "strongly disagree" responses.
Our findings provide evidence regarding the validity and reliability of the Feedback Orientation Scale for assessing the feedback orientation of health profession education students in the clinical workplace. Students scored lowest on two items related to feedback self-efficacy, indicating low confidence in handling feedback. The Feedback Orientation Scale can provide valuable insights into how students may differ in their receptivity and use of feedback in the clinical workplace, informing teaching practices and interventions, and informing the redesign of existing feedback practices. The attached files include the quantitative database, a comparison between the original FOS and the adapted one, and the Spanish version of the FOS.<BR
Study 4: Co-creation of a fit-for-purpose Feedback Toolkit for clinical clerkships.
No full textFeedback is a powerful educational intervention in clinical education, yet its effectiveness depends on how it is integrated into teaching and learning activities. Previous studies have shown that productive feedback in clinical education relies on sociocultural factors such as a supportive feedback culture, trustworthy relationships, and student agency. Co-creation is a promising approach for designing educational interventions that are contextually relevant and aligned with the needs of teachers and students. This study aimed to co-create a prototype of feedback processes specifically tailored for clinical undergraduate education through an iterative, collaborative approach.
Eight co-creation sessions were conducted with faculty, clinical teachers, students, and researchers. The process was iterative and grounded in feedback design principles informed by the literature. Co-creation led to the development of a prototype of a feedback toolkit, which was piloted in two dyads of clinical-teacher students in a seven-week physiotherapy clerkship. Weekly audio diaries were collected from participants and analyzed using content analysis.
Data from the co-creation sessions informed the development of a feedback toolkit specifically designed for the clinical teacher–student dyad. The toolkit was built upon three design principles: (1) Contributes to a trustful relationship based on continuous mutual support, (2) Envisioned learning opportunities and feedback scaffolding, and (3) Plan the use of feedback. To operationalize these principles, the toolkit included a set of practical materials: podcasts, infographics, feedback prompts, and a Mini-CEX. The pilot study demonstrated the toolkit's usability and acceptability and highlighted its value in structuring feedback interactions. Challenges included limited time for full implementation and difficulties in providing constructive feedback.
The co-creation approach enabled the development of a fit-for-purpose feedback toolkit that aligns with the dynamic needs of clinical education. This study highlights co-creation as a feasible strategy for designing feedback processes in workplace-based learning.
The attached files include the logbook in detail, which contains the information collected in the co-creation sessions. Additionally, I share information regarding the first input for the co-creation team and the audio diaries' weekly questions, which were used to collect data in the pilot study.<BR
Study 1: Designing feedback processes in the workplace-based learning of undergraduate health professions education: a scoping review.
No full textThis scoping review explores how feedback processes are designed and organized in undergraduate clinical workplace-based learning environments. Recognizing that feedback plays a critical role in guiding learners toward improvement and professional development, this study aimed to map the range and nature of evidence on feedback practices in clinical education, with a particular focus on sociocultural dimensions. A search was conducted across seven major databases and ten key medical education journals. After a screening process supported by the StArt program, 61 studies were included from an initial pool of 4,877. A thematic analysis was carried out using a feedback loop model with a sociocultural lens as the guiding framework.
Two themes were identified in the qualitative analysis: the organization of the feedback processes in workplace-based learning environments and sociocultural factors influencing the organization of feedback processes. The literature describes multiple feedback strategies that generate feedback information. Most papers described experiences and perceptions, without establishing what strategies work to use feedback to improve performance. Sociocultural factors such as establishing a feedback culture, enabling stable and trustworthy relationships, and enhancing student feedback agency are crucial for productive feedback processes.
The attached files are the code list used for the thematic analysis and the full dataset of the included studies in the scoping review.<BR
Study 5: Designing for productive feedback: Implementing a co-created Feedback Toolkit to support learning in clinical clerkships.
No full textDespite the wide recognition of the importance of feedback for learning in health professions education, feedback often remains inconsistent, nonspecific, and may lack actionable guidance in clinical learning contexts. Contemporary feedback approaches advocate for dialogic, socioculturally informed interventions that can support the clinical teacher-student educational alliance. This study investigates the implementation of a co-created Feedback Toolkit in undergraduate clinical education, identifying its mechanisms for supporting productive feedback.
This multi-method qualitative study took place in a 7-week clinical clerkship of an undergraduate physiotherapy program. Fifteen dyads used a previously co-created Feedback Toolkit, which included podcasts, infographics, feedback prompts, and a Mini-CEX. Weekly audio diaries and post-rotation semi-structured interviews were collected and analyzed using template analysis.
A total of 245 audio diaries and 13 interviews were analyzed. Two themes were identified: “Dyadic engagement and awareness for trustworthy relationships” and “Supporting a structure for clinical teaching and learning”. Findings highlight the value of a co-created, socioculturally grounded Feedback Toolkit in promoting sustained, meaningful feedback processes. The toolkit fostered mutual engagement between the dyad by enabling early conversations, creating a safe space for dialogue, and supporting awareness of learning processes. It helped in clarifying expectations and promoting student feedback-seeking behavior. Moreover, it facilitated weekly goal-setting, the repeated use of formative assessments, and the design of collaborative action plans.
The Feedback Toolkit contributed to the normalization of feedback as a routine, relational, and purposeful practice in the clinical workplace, directly addressing the challenges of embedding effective feedback within the complexities of clinical education. The Feedback Toolkit presents a promising approach to improving feedback practices in clinical education. Future research should explore its adaptability across other disciplines and learning contexts.
The attached files include the interview guide, the weekly audio diary questions, the coding template used in the process, and the full results report.<BR
Study 2: Students and Clinical Teachers’ Experiences About Productive Feedback Practices in the Clinical Workplace from a Sociocultural Perspective
No full textFor feedback to be productive, it relies on the interactions of participants, design elements, and resources. Yet, complexities in clinical education pose challenges for feedback practices in students and teachers, and efforts to improve feedback often ignore the influence of culture and context. A recent sociocultural approach to feedback practices recognized three layers to understand the complexity of productive feedback: the encounter layer, the design layer, and the knowledge layer. This study explores the sociocultural factors that influence productive feedback practices in clinical settings from the dyad clinical teacher-student perspective.
A cross-sectional qualitative study in a physiotherapy clerkship involved semi-structured interviews with ten students and eight clinical educators. Convenience sampling was used, and participation was voluntary. Employing a sociocultural perspective through thematic analysis, the study examined feedback practices across the three layers of feedback.
The analysis yielded different elements along the three layers that enable productive feedback practices in the clinical workplace: (1) Feedback encounter layer: dyad relationships, mutual trust, continuity of supervision, and dialogue.; (2) Feedback design layer: enabled learning opportunities and feedback scaffolding; (3) Knowledge domain layer in the clinical culture: Growing clinical experience and accountability.
In the context of undergraduate clinical education, productive feedback practices are shaped by social-cultural factors. Designing feedback practices should consciously integrate these components, such as cultivating relationships, fostering guidance, enhancing feedback agency, and enabling supervised autonomy to promote productive feedback.
The attached files are the code list used for the thematic analysis and the full qualitative results report.<BR
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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