CRADLE Seminar Series
Despite best efforts, many feedback practices remain far from ideal. For decades, higher and professional education has addressed the challenge of practically changing feedback through educator workshops and training. More recently, training has also encompassed learners with the promotion of feedback literacy skills. But little appears to make much of a difference to on-the-ground feedback experiences in medical education.
One possible response is to shift attention beyond individual learners and teachers to consider the social and the contextual construction of feedback. A five year multi-phase qualitative project investigated the role of feedback cultures in the contrasting contexts of surgical and intensive care medical training. This talk presents findings, including culture-specific feedback strategies and insights into the key question of how to enhance feedback in less than ideal circumstances.
Speaker
Professor Margaret Bearman
Professor of Research, Deakin Centre for Research in Assessment and Digital Learning (CRADLE)