Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.729494
Title: The impact of two different feedback models on the immediate and future learning strategies of medical undergraduates
Author: Bryan, Billy
ISNI:       0000 0004 6495 0830
Awarding Body: University of Sheffield
Current Institution: University of Sheffield
Date of Award: 2017
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Abstract:
Empowering medical students' Self-Regulated Learning (SRL) is vital to the development of key graduate attributes, including self-assessment and reflective practice. Feedback is integral to this development yet SRL informed feedback has not been explored in medical education. Feedback may not have a significant impact on students' future learning as a consequence of key underlying factors, including teacher centred approaches. The purpose of this study was to explore the impact of two feedback models on medical undergraduates' SRL and feedback behaviours both in the immediate and longer-term in clinical learning environments. Experienced and novice teachers (n=14) received refresher training in Best Practice Feedback (BPF), with half subsequently randomly allocated to receive additional training in SRL Microanalysis to give SRL Feedback (SRLF). Medical undergraduates were randomly allocated to receive BPF or SRLF within simulated, structured teaching sessions. Questionnaire data was collected (n=171) pre and post-teaching as well as after clinical placements. Teachers (n=13) were interviewed to evaluate the impact of the intervention on their practices. Focus group and interview data were collected from students (n=73) whilst they attended clinical placements to evaluate how the feedback models may have impacted upon their SRL and feedback behaviours. Teachers considered the SRLF model a feasible and useful addition to their practice. They described how their conceptualisations of feedback and teaching influenced their practice and that challenges to these encouraged practice change. Students from the SRLF group scored higher in both SRL capacity and self-efficacy beliefs in the immediate and longer-term compared with the BPF group. In focus groups and interviews, those in the SRLF group were more likely to articulate positive SRL behaviours than the BPF group. These findings suggest that an SRLF approach embedded within teaching sessions may provide a method of empowering students' subsequent SRL development in later authentic learning environments. This offers new insights for faculty developers to enhance their offering of SRL approaches within teaching sessions. It may also be of interest to students, teachers, and academics involved in health education.
Supervisor: Thwaites-Bee, Denise ; Sandars, John ; Murdoch-Eaton, Deborah Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.729494  DOI: Not available
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