Influence of feedback characteristics on perceived learning value of feedback in clerkships: does culture matter?

Yoyo Suhoyo, Elisabeth A Van Hell, Wouter Kerdijk, Ova Emilia, Johanna Schönrock-Adema, Jan B M Kuks, Janke Cohen-Schotanus

    Research output: Contribution to journalArticleAcademicpeer-review

    Abstract

    BACKGROUND: Various feedback characteristics have been suggested to positively influence student learning. It is not clear how these feedback characteristics contribute to students' perceived learning value of feedback in cultures classified low on the cultural dimension of individualism and high on power distance. This study was conducted to validate the influence of five feedback characteristics on students' perceived learning value of feedback in an Indonesian clerkship context.

    METHODS: We asked clerks in Neurology (n = 169) and Internal Medicine (n = 132) to assess on a 5-point Likert scale the learning value of the feedback they received. We asked them to record whether the feedback provider (1) informed the student what went well, (2) mentioned which aspects of performance needed improvement, (3) compared the student's performance to a standard, (4) further explained or demonstrated the correct performance, and (5) prepared an action plan with the student to improve performance. Data were analyzed using multilevel regression.

    RESULTS: A total of 250 students participated in this study, 131 from Internal Medicine (response rate 99%) and 119 from Neurology (response rate 70%). Of these participants, 225 respondents (44% males, 56% females) completed the form and reported 889 feedback moments. Students perceived feedback as more valuable when the feedback provider mentioned their weaknesses (β = 0.153, p < 0.01), compared their performance to a standard (β = 0.159, p < 0.01), explained or demonstrated the correct performance (β = 0.324, p < 0.001) and prepared an action plan with the student (β =0.496, p < 0.001). Appraisal of good performance did not influence the perceived learning value of feedback. No gender differences were found for perceived learning value.

    CONCLUSIONS: In Indonesia, we could validate four out of the five characteristics for effective feedback. We argue that our findings relate to culture, in particular to the levels of individualism and power distance. The recognized characteristics of what constitutes effective feedback should be validated across cultures.

    Original languageEnglish
    JournalBMC medical education
    Volume17
    Issue number1
    DOIs
    Publication statusPublished - 5 Apr 2017

    Keywords

    • medical education

    Cite this

    Suhoyo, Yoyo ; Van Hell, Elisabeth A ; Kerdijk, Wouter ; Emilia, Ova ; Schönrock-Adema, Johanna ; Kuks, Jan B M ; Cohen-Schotanus, Janke. / Influence of feedback characteristics on perceived learning value of feedback in clerkships : does culture matter?. In: BMC medical education. 2017 ; Vol. 17, No. 1.
    @article{e06e4a966e8a49d787313ef296a001d3,
    title = "Influence of feedback characteristics on perceived learning value of feedback in clerkships: does culture matter?",
    abstract = "BACKGROUND: Various feedback characteristics have been suggested to positively influence student learning. It is not clear how these feedback characteristics contribute to students' perceived learning value of feedback in cultures classified low on the cultural dimension of individualism and high on power distance. This study was conducted to validate the influence of five feedback characteristics on students' perceived learning value of feedback in an Indonesian clerkship context.METHODS: We asked clerks in Neurology (n = 169) and Internal Medicine (n = 132) to assess on a 5-point Likert scale the learning value of the feedback they received. We asked them to record whether the feedback provider (1) informed the student what went well, (2) mentioned which aspects of performance needed improvement, (3) compared the student's performance to a standard, (4) further explained or demonstrated the correct performance, and (5) prepared an action plan with the student to improve performance. Data were analyzed using multilevel regression.RESULTS: A total of 250 students participated in this study, 131 from Internal Medicine (response rate 99{\%}) and 119 from Neurology (response rate 70{\%}). Of these participants, 225 respondents (44{\%} males, 56{\%} females) completed the form and reported 889 feedback moments. Students perceived feedback as more valuable when the feedback provider mentioned their weaknesses (β = 0.153, p < 0.01), compared their performance to a standard (β = 0.159, p < 0.01), explained or demonstrated the correct performance (β = 0.324, p < 0.001) and prepared an action plan with the student (β =0.496, p < 0.001). Appraisal of good performance did not influence the perceived learning value of feedback. No gender differences were found for perceived learning value.CONCLUSIONS: In Indonesia, we could validate four out of the five characteristics for effective feedback. We argue that our findings relate to culture, in particular to the levels of individualism and power distance. The recognized characteristics of what constitutes effective feedback should be validated across cultures.",
    keywords = "medical education, medisch onderwijs",
    author = "Yoyo Suhoyo and {Van Hell}, {Elisabeth A} and Wouter Kerdijk and Ova Emilia and Johanna Sch{\"o}nrock-Adema and Kuks, {Jan B M} and Janke Cohen-Schotanus",
    year = "2017",
    month = "4",
    day = "5",
    doi = "10.1186/s12909-017-0904-5",
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    Influence of feedback characteristics on perceived learning value of feedback in clerkships : does culture matter? / Suhoyo, Yoyo; Van Hell, Elisabeth A; Kerdijk, Wouter; Emilia, Ova; Schönrock-Adema, Johanna; Kuks, Jan B M; Cohen-Schotanus, Janke.

    In: BMC medical education, Vol. 17, No. 1, 05.04.2017.

    Research output: Contribution to journalArticleAcademicpeer-review

    TY - JOUR

    T1 - Influence of feedback characteristics on perceived learning value of feedback in clerkships

    T2 - does culture matter?

    AU - Suhoyo, Yoyo

    AU - Van Hell, Elisabeth A

    AU - Kerdijk, Wouter

    AU - Emilia, Ova

    AU - Schönrock-Adema, Johanna

    AU - Kuks, Jan B M

    AU - Cohen-Schotanus, Janke

    PY - 2017/4/5

    Y1 - 2017/4/5

    N2 - BACKGROUND: Various feedback characteristics have been suggested to positively influence student learning. It is not clear how these feedback characteristics contribute to students' perceived learning value of feedback in cultures classified low on the cultural dimension of individualism and high on power distance. This study was conducted to validate the influence of five feedback characteristics on students' perceived learning value of feedback in an Indonesian clerkship context.METHODS: We asked clerks in Neurology (n = 169) and Internal Medicine (n = 132) to assess on a 5-point Likert scale the learning value of the feedback they received. We asked them to record whether the feedback provider (1) informed the student what went well, (2) mentioned which aspects of performance needed improvement, (3) compared the student's performance to a standard, (4) further explained or demonstrated the correct performance, and (5) prepared an action plan with the student to improve performance. Data were analyzed using multilevel regression.RESULTS: A total of 250 students participated in this study, 131 from Internal Medicine (response rate 99%) and 119 from Neurology (response rate 70%). Of these participants, 225 respondents (44% males, 56% females) completed the form and reported 889 feedback moments. Students perceived feedback as more valuable when the feedback provider mentioned their weaknesses (β = 0.153, p < 0.01), compared their performance to a standard (β = 0.159, p < 0.01), explained or demonstrated the correct performance (β = 0.324, p < 0.001) and prepared an action plan with the student (β =0.496, p < 0.001). Appraisal of good performance did not influence the perceived learning value of feedback. No gender differences were found for perceived learning value.CONCLUSIONS: In Indonesia, we could validate four out of the five characteristics for effective feedback. We argue that our findings relate to culture, in particular to the levels of individualism and power distance. The recognized characteristics of what constitutes effective feedback should be validated across cultures.

    AB - BACKGROUND: Various feedback characteristics have been suggested to positively influence student learning. It is not clear how these feedback characteristics contribute to students' perceived learning value of feedback in cultures classified low on the cultural dimension of individualism and high on power distance. This study was conducted to validate the influence of five feedback characteristics on students' perceived learning value of feedback in an Indonesian clerkship context.METHODS: We asked clerks in Neurology (n = 169) and Internal Medicine (n = 132) to assess on a 5-point Likert scale the learning value of the feedback they received. We asked them to record whether the feedback provider (1) informed the student what went well, (2) mentioned which aspects of performance needed improvement, (3) compared the student's performance to a standard, (4) further explained or demonstrated the correct performance, and (5) prepared an action plan with the student to improve performance. Data were analyzed using multilevel regression.RESULTS: A total of 250 students participated in this study, 131 from Internal Medicine (response rate 99%) and 119 from Neurology (response rate 70%). Of these participants, 225 respondents (44% males, 56% females) completed the form and reported 889 feedback moments. Students perceived feedback as more valuable when the feedback provider mentioned their weaknesses (β = 0.153, p < 0.01), compared their performance to a standard (β = 0.159, p < 0.01), explained or demonstrated the correct performance (β = 0.324, p < 0.001) and prepared an action plan with the student (β =0.496, p < 0.001). Appraisal of good performance did not influence the perceived learning value of feedback. No gender differences were found for perceived learning value.CONCLUSIONS: In Indonesia, we could validate four out of the five characteristics for effective feedback. We argue that our findings relate to culture, in particular to the levels of individualism and power distance. The recognized characteristics of what constitutes effective feedback should be validated across cultures.

    KW - medical education

    KW - medisch onderwijs

    UR - http://www.mendeley.com/research/influence-feedback-characteristics-perceived-learning-value-feedback-clerkships-culture-matter

    U2 - 10.1186/s12909-017-0904-5

    DO - 10.1186/s12909-017-0904-5

    M3 - Article

    VL - 17

    JO - BMC medical education

    JF - BMC medical education

    SN - 1472-6920

    IS - 1

    ER -