Feedback mapping – The curricular cornerstone of an “educational alliance”.
Purpose:The “educational alliance” concept articulates a collaborative framework to facilitate effective feedback through transparency of opportunities aligned with learner stage and intended educational outcomes. Using this framework, we evaluated feedback across a 5 year undergraduate medical prog...
| Publicado en: | Medical Teacher Vol. 39; no. 5; pp. 540 - 548 |
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| Autores principales: | , |
| Formato: | tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
May2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=122690952&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 122690952 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0142159X MCH jtl: Medical Teacher issn: 0142159X maglogo: Y pubinfo: dt: May2017 vid: 39 iid: 5 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 122690952 122690952 122690952 10.1080/0142159X.2017.1297892 122690952 ppf: 540 ppct: 8 formats: tig: atl: Feedback mapping – The curricular cornerstone of an “educational alliance”. aug: au: Murdoch-Eaton, Deborah Bowen, Lucy affil: Academic Unit of Medical Education, University of Sheffield, Sheffield, UK sug: subj: Feedback Education, Medical United Kingdom Curriculum United Kingdom United Kingdom Outcomes of Education Faculty-Student Relations ab: Purpose:The “educational alliance” concept articulates a collaborative framework to facilitate effective feedback through transparency of opportunities aligned with learner stage and intended educational outcomes. Using this framework, we evaluated feedback across a 5 year undergraduate medical program to support embedding a successful learner – teacher “educational alliance”. Method:A comprehensive mapping exercise used an iterative action research process of source documentary analysis, consultations with key curriculum stakeholders and qualitative analysis. The “educational alliance” model provided a critical lens through which to ensure feedback opportunities aligned with intended learning outcomes and developmental progression. Results:Key information about the type, frequency and timing of feedback opportunities was identified within 188 curricular components. The purpose and intended learning outcomes were mapped, aligning with the stage of learning and with an expectation of supporting learners’ capacity for self-regulation. This focus providing clear articulation of feedback opportunities supported the longitudinal developmental curricular review, and facilitated enhanced awareness of dialogic feedback within the “educational alliance”. Conclusions:Explicit alignment of learning intentions between learner and educator is key to forming a successful “educational alliance”. The feedback map provides clarity ensuring mutual understanding of intended learning outcomes. The iterative process additionally certified feedback aligned with maturing learner developmental needs across the program. pubtype: Academic Journal doctype: tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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