Culture and understanding the role of feedback for health professions students: realist synthesis protocol

Abstract

IntroductionClinical education has moved to a ‘competency-based’ model with an emphasis on workplace-based learning and assessment which, in turn, depends on feedback to be effective. Further, the understanding of feedback has changed from information about a performance directed to the learner performing the task, to a dialogue, which enables the learner to act and develop.In health professional education, feedback is a complex interaction between trainee, supervisor and the healthcare system. Most published research on feedback in health professional education originates in Europe and North America. Our interest is on the impact of Culture on this process, particularly in the context of Asian cultures.The (scientific) realist approach of Pawson and Tilley provides a means to examine complex interventions in social situations, and thus is an appropriate lens to use for this study. This is a protocol for a realist synthesis which asks how, why and in what circumstances do Asian Cultures influence health professional trainees to seek, respond to and use feedback given in the clinical environment, if at all.Methods and analysisAn initial search was performed to help define the scope of the review question and develop our initial programme theory. The formal electronic search was carried out in February 2020 and included: CINAHL, ERIC, Medline and PsycInfo, and repeated in October 2020. Retrieved articles were imported into Covidence for screening and data extraction, after which components of the Context–Mechanisms–Outcomes configurations will be sought to refine the initial programme theory.Ethics and disseminationAs this study is a literature review, ethics approval is not required.The findings will be documented in line with the RAMESES (Realist And MEta-narrative Evidence Syntheses: Evolving Standards) publications standards for Realist syntheses, and we plan to disseminate the findings by means of a peer-reviewed journal article and conference presentation(s).

Comparison of the Four-step Basic Life Support Approach with Non-Standardised Training Approach in Achieving Basic Life Support Proficiency among the Healthcare Workers

“…[14][15][16] In this aspect, providing feedback during training sessions has been established to enhance the retention of the learners. 17,18 Peyton's 4-step approach enhances the learners' understanding of the skills being taught and reinforces retention and performance, and in this study, we have validated its effectiveness in skill training.…”

Describing the landscape of medical education preprints on medRxiv

“…Of these articles, only one changed the first author 35 and in two cases the last author was shifted to a new author order location. 36,37 Thirteen preprints (13.5%) had authors added (n=10) or removed (n=3) when they later appeared in a peer-reviewed journal. Of the removed authors, one was ChatGPT, which was attributed for its role in an article about using large language models.…”