Abstracts
Abstract
Background: Feedback remains essential to a learner’s professional development. Most feedback literature focuses on provision of feedback, and there is a lack of evidence-based data to support learners in developing skills to receive, evaluate and use feedback, independently of context. This scoping review mapped the literature regarding strategies and skills that optimize medical learners’ reception to feedback.
Methods: Investigators conducted searches in MEDLINE, Embase, ERIC, APA PsycINFO and Web of Science Core collection from inception to May 2023. Study inclusion criteria were primary evidence sources, and strategies or skills for improved feedback reception for medical learners. Data were screened and extracted by pairs of independent reviewers. Investigators summarized study characteristics, outcomes, educational methods, and interventions.
Results: Of 6915 total studies, six provided strategies and skills to improve feedback reception. Delivery of education was via workshops (n = 5 studies) that proposed cognitive, reflective and experiential learning activities, all reporting learners’ self-perceived improvement of feedback behaviour. Nine strategies and seven tools were identified, focusing on general approach, soliciting or evaluating feedback.
Conclusion: The six included studies outline nine strategies and seven skills for improved learner feedback reception, focusing on overall approach and agentic behaviours without evaluation of the strategies or skills in practice. Key concepts and gaps in the literature were identified and may guide further investigation to optimize learner reception to feedback.
Résumé
Contexte : La rétroaction demeure essentielle au développement professionnel des apprenants. La majorité des publications sur la rétroaction se concentrent sur sa fourniture, et il existe un manque de données probantes pour soutenir les apprenants dans le développement de compétences permettant de recevoir, évaluer et utiliser la rétroaction, indépendamment du contexte. Cette revue exploratoire a cartographié la littérature portant sur les stratégies et compétences qui optimisent la réception de la rétroaction chez les apprenants en médecine.
Méthodes : Les chercheurs ont effectué des recherches dans MEDLINE, Embase, ERIC, APA PsycINFO et Web of Science Core Collection depuis l’origine jusqu’à mai 2023. Les critères d’inclusion des études comprenaient des sources de données primaires et des stratégies ou compétences visant à améliorer la réception de la rétroaction chez les apprenants en médecine. Les données ont été examinées et extraites par paires d’évaluateurs indépendants. Les chercheurs ont résumé les caractéristiques des études, les résultats, les méthodes pédagogiques et les interventions.
Résultats : Sur un total de 6915 études, six ont identifié des stratégies et des compétences pour améliorer la réception de la rétroaction. La formation était principalement dispensée sous forme d’ateliers (n = 5 études) proposant des activités d’apprentissage cognitives, réflexives et expérientielles, toutes rapportant une amélioration perçue par les apprenants de leurs comportements liés à la rétroaction. Neuf stratégies et sept outils ont été recensés, portant sur l’approche générale, la sollicitation ou l’évaluation de la rétroaction.
Conclusion : Les six études incluses décrivent neuf stratégies et sept compétences pour optimiser la réception de la rétroaction chez les apprenants, en mettant l’accent sur l’approche générale et les comportements proactifs, sans évaluation pratique des stratégies ou compétences. Des concepts clés et des lacunes dans la littérature ont été identifiés, pouvant orienter de futures recherches pour améliorer la réception de la rétroaction par les apprenants.
Appendices
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