NDLI: Designing feedback processes in the workplace-based learning of undergraduate health professions education: a scoping review

Content Provider	Springer Nature : BioMed Central
Author	Fuentes-Cimma, Javiera Sluijsmans, Dominique Riquelme, Arnoldo Villagran, Ignacio Isbej, Lorena Olivares-Labbe, María Teresa Heeneman, Sylvia
Abstract	Background Feedback processes are crucial for learning, guiding improvement, and enhancing performance. In workplace-based learning settings, diverse teaching and assessment activities are advocated to be designed and implemented, generating feedback that students use, with proper guidance, to close the gap between current and desired performance levels. Since productive feedback processes rely on observed information regarding a student's performance, it is imperative to establish structured feedback activities within undergraduate workplace-based learning settings. However, these settings are characterized by their unpredictable nature, which can either promote learning or present challenges in offering structured learning opportunities for students. This scoping review maps literature on how feedback processes are organised in undergraduate clinical workplace-based learning settings, providing insight into the design and use of feedback. Methods A scoping review was conducted. Studies were identified from seven databases and ten relevant journals in medical education. The screening process was performed independently in duplicate with the support of the StArt program. Data were organized in a data chart and analyzed using thematic analysis. The feedback loop with a sociocultural perspective was used as a theoretical framework. Results The search yielded 4,877 papers, and 61 were included in the review. Two themes were identified in the qualitative analysis: (1) The organization of the feedback processes in workplace-based learning settings, and (2) Sociocultural factors influencing the organization of feedback processes. The literature describes multiple teaching and assessment activities that generate feedback information. Most papers described experiences and perceptions of diverse teaching and assessment feedback activities. Few studies described how feedback processes 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. Conclusions This review identified concrete ideas regarding how feedback could be organized within the clinical workplace to promote feedback processes. The feedback encounter should be organized to allow follow-up of the feedback, i.e., working on required learning and performance goals at the next occasion. The educational programs should design feedback processes by appropriately planning subsequent tasks and activities. More insight is needed in designing a full-loop feedback process, in which specific attention is needed in effective feedforward practices.
Related Links	https://bmcmededuc.biomedcentral.com/counter/pdf/10.1186/s12909-024-05439-6.pdf
Ending Page	25
Page Count	25
Starting Page	1
File Format	HTM / HTML
ISSN	14726920
DOI	10.1186/s12909-024-05439-6
Journal	BMC Medical Education
Issue Number	1
Volume Number	24
Language	English
Publisher	BioMed Central
Publisher Date	2024-04-23
Access Restriction	Open
Subject Keyword	Medical Education Theory of Medicine Bioethics Clinical clerkship Feedback Feedback processes Feedforward Formative feedback Health professions Undergraduate medical education Undergraduate healthcare education Workplace learning Theory of Medicine/Bioethics
Content Type	Text
Resource Type	Article
Subject	Education Medicine
Journal Impact Factor	2.7/2023
5-Year Journal Impact Factor	3.4/2023

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

Clinical placement models for undergraduate health professions students: a scoping review

The self-regulated learning of medical students in the clinical environment – a scoping review

Team-based learning (TBL) in clinical disciplines for undergraduate medical students—a scoping review

Perceptions of preparedness for the first medical clerkship: a systematic review and synthesis

Exploring perceptions of pre-clerkship students about workplace learning in the clinical learning environment at Gulf Medical University, UAE

Barriers and future improvements of workplace-based learning in Korean medicine clinical clerkship: perspectives of graduates

Mapping clinical reasoning literature across the health professions: a scoping review

Workplace-based assessments of entrustable professional activities in a psychiatry core clerkship: an observational study

Working with entrustable professional activities in clinical education in undergraduate medical education: a scoping review

Designing feedback processes in the workplace-based learning of undergraduate health professions education: a scoping review

Similar Documents

Clinical placement models for undergraduate health professions students: a scoping review

The self-regulated learning of medical students in the clinical environment – a scoping review

Team-based learning (TBL) in clinical disciplines for undergraduate medical students—a scoping review

Perceptions of preparedness for the first medical clerkship: a systematic review and synthesis

Exploring perceptions of pre-clerkship students about workplace learning in the clinical learning environment at Gulf Medical University, UAE

Barriers and future improvements of workplace-based learning in Korean medicine clinical clerkship: perspectives of graduates

Mapping clinical reasoning literature across the health professions: a scoping review

Workplace-based assessments of entrustable professional activities in a psychiatry core clerkship: an observational study

Working with entrustable professional activities in clinical education in undergraduate medical education: a scoping review

Designing feedback processes in the workplace-based learning of undergraduate health professions education: a scoping review