Untangling feedback: Mapping the patterns behind the practice.
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| Title: | Untangling feedback: Mapping the patterns behind the practice. |
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| Authors: | Patocka C; Department of Emergency Medicine, University of Calgary Cumming School of Medicine, Calgary, Alberta, Canada.; Department of Community Health Sciences, University of Calgary Cumming School of Medicine, Calgary, Alberta, Canada., Cooke L; Department of Clinical Neurosciences, University of Calgary Cumming School of Medicine, Calgary, Alberta, Canada., Ma IWY; Department of Community Health Sciences, University of Calgary Cumming School of Medicine, Calgary, Alberta, Canada.; Department of Medicine, University of Calgary Cumming School of Medicine, Calgary, Alberta, Canada., Ellaway RH; Department of Community Health Sciences, University of Calgary Cumming School of Medicine, Calgary, Alberta, Canada. |
| Source: | Medical education [Med Educ] 2025 Nov; Vol. 59 (11), pp. 1196-1203. Date of Electronic Publication: 2025 Apr 07. |
| Publication Type: | Journal Article |
| Language: | English |
| Journal Info: | Publisher: Wiley-Blackwell Country of Publication: England NLM ID: 7605655 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1365-2923 (Electronic) Linking ISSN: 03080110 NLM ISO Abbreviation: Med Educ Subsets: MEDLINE |
| Imprint Name(s): | Publication: Oxford : Wiley-Blackwell Original Publication: Oxford, Blackwell Scientific Publications. |
| MeSH Terms: | Formative Feedback* , Feedback* , Education, Medical*/methods, Humans ; Learning ; Clinical Competence ; Educational Measurement/methods |
| Abstract: | Although feedback is widely recognized as essential to improving performance and learning outcomes, what feedback involves and what it achieves can vary significantly according to researchers and practitioners. This variability reflects the lack of a shared conceptual framework to unite feedback practices, theories, findings and recommendations. In this paper, the authors use a recently developed pattern system to compare different models of feedback as a way of building a more united perspective. The authors conducted a comparative case study and framework analysis of 11 feedback models across four categories of feedback (augmented sensorimotor feedback, coaching, audit and feedback and multisource feedback). Each model was analysed to identify which aspects of feedback it addressed, and which were overlooked or excluded. The analysis revealed both divergence and convergence in how feedback models mapped onto the pattern system. Divergence was evident in the variability of elements (pattern representations) across models and diversity in expression and granularity of those elements. Conversely, convergence was observed in recurring clusters of elements, such as Performance measurement, Sensor, Judgement and Assessment, which appeared consistently across categories. Overall, the mapping exercise showed significant variations in how feedback is conceptualized, even within specific subcategories such as "coaching," "audit and feedback" and "multisource feedback." These differences have important implications for advancing research and practice in these areas. Pattern theory and pattern mapping offer a promising framework for exploring and addressing the conceptually contested nature of feedback in medical education and may facilitate the future development of a pattern language of feedback. (© 2025 The Author(s). Medical Education published by Association for the Study of Medical Education and John Wiley & Sons Ltd.) |
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| Grant Information: | Royal College of Physicians and Surgeons of Canada; Canadian Institute of Health Research (CIHR) |
| Entry Date(s): | Date Created: 20250407 Date Completed: 20251010 Latest Revision: 20251012 |
| Update Code: | 20251012 |
| PubMed Central ID: | PMC12513551 |
| DOI: | 10.1111/medu.15706 |
| PMID: | 40194907 |
| Database: | MEDLINE |
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Nájsť tento článok vo Web of Science | Abstract: | Although feedback is widely recognized as essential to improving performance and learning outcomes, what feedback involves and what it achieves can vary significantly according to researchers and practitioners. This variability reflects the lack of a shared conceptual framework to unite feedback practices, theories, findings and recommendations. In this paper, the authors use a recently developed pattern system to compare different models of feedback as a way of building a more united perspective. The authors conducted a comparative case study and framework analysis of 11 feedback models across four categories of feedback (augmented sensorimotor feedback, coaching, audit and feedback and multisource feedback). Each model was analysed to identify which aspects of feedback it addressed, and which were overlooked or excluded. The analysis revealed both divergence and convergence in how feedback models mapped onto the pattern system. Divergence was evident in the variability of elements (pattern representations) across models and diversity in expression and granularity of those elements. Conversely, convergence was observed in recurring clusters of elements, such as Performance measurement, Sensor, Judgement and Assessment, which appeared consistently across categories. Overall, the mapping exercise showed significant variations in how feedback is conceptualized, even within specific subcategories such as "coaching," "audit and feedback" and "multisource feedback." These differences have important implications for advancing research and practice in these areas. Pattern theory and pattern mapping offer a promising framework for exploring and addressing the conceptually contested nature of feedback in medical education and may facilitate the future development of a pattern language of feedback.<br /> (© 2025 The Author(s). Medical Education published by Association for the Study of Medical Education and John Wiley & Sons Ltd.) |
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| ISSN: | 1365-2923 |
| DOI: | 10.1111/medu.15706 |