Understanding Feedback for Learners in Interprofessional Settings: A Scoping Review

Abstract

Background: Interprofessional feedback is becoming increasingly emphasized within health professions’ training programs. The objective of this scoping review is to determine what is known about how learners perceive and interact with feedback in an interprofessional context for learning. Methods: A search strategy was developed and conducted in Ovid MEDLINE. Title and abstract screening were performed by two reviewers independently. Next, full texts of selected articles were reviewed by one reviewer to determine the articles included in the review. Data extraction was performed to determine the articles’ study population, methodologies and outcomes relevant to the research objective. Results: Our analysis of the relevant outcomes yielded four key concepts: (1) issues with the feedback process and the need for training; (2) the perception of feedback providers, affecting how the feedback is utilized; (3) professions of the feedback providers, affecting the feedback process; and (4) learners’ own attitude toward feedback, affecting the feedback process. Conclusions: The learner’s perception of interprofessional feedback can be an obstacle in the feedback process. Training around interprofessional feedback should be included as part of interprofessional programs. Research is needed to explore how to address barriers in feedback interaction that stem from misguided perceptions of feedback providers’ professions.

Implementation of Assessment and Feedback in Higher Education

“…Finally, it is important that students are adequately prepared for criticism. Data show that students have difficulty interpreting feedback or interpret it differently than instructors [15,17,26]. The effectiveness of formative assessment depends on how students receive and uses feedback.…”

“…Negative feedback can influence both learning and performance. A conceptual framework for feedback was offered in a study, and it was discovered that informative feedback influences intrinsic and extrinsic motivation and accomplishment [14,15]. Employee attitudes, such as satisfaction, engagement level, and intent to leave a company, improved as a result of feedback that led to improved leadership behavior.…”

“…Comparing the attitudes and behaviors of teachers revealed a disparity between the intended purpose of assessment feedback for learning development and its actual use to justify grading. [15,18]. Furthermore, comparisons of student and instructor perspectives revealed that disagreements were primarily focused on the functions and efficacy of evaluation feedback.Finally, innovative assessment feedback options, such as providing first-year students with written comments through individual tutorials, were investigated.…”

“…Overall, the difficulties associated with evaluation feedback illustrated its dual character. This review discussed study themes, followed by conclusions, a proposed paradigm for the study of assessment feedback, and future research implications [15,19,20].…”

Correlational Study of Students’ Moodle Log for Assessments and Feedback on Assessments on Moodle for a Mandatory Pre-Degree English Course

“…If feedback is delayed or late then it becomes a problem for few students as they cannot change their study habits (Nehring, Dacey, & Baghaei, 2017). Immediate feedback gives better result in improving students' outcomes (Butler & Winnie, 1995;Attali & Kleij, 2017;Cavalcanti, et al, 2021;Hooda, et al, 2022) and students had better academic improvement with a positive impact on their learning (Crimmins & Midkiff, 2017;Hooda, et al, 2022). Students like getting regular feedbacks even in form of quizzes as they find it to be valuable for their studies (Nehring, Dacey, & Baghaei, 2017).…”