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dc.contributor.authorOssenberg, Christine
dc.contributor.authorHenderson, Amanda
dc.contributor.authorMitchell, Marion
dc.date.accessioned2020-12-09T02:44:38Z
dc.date.available2020-12-09T02:44:38Z
dc.date.issued2020
dc.identifier.issn1472-6920
dc.identifier.doi10.1186/s12909-020-02378-w
dc.identifier.urihttp://hdl.handle.net/10072/400115
dc.description.abstractBACKGROUND: The importance of feedback in workplace-based settings cannot be underestimated. Approaches that evaluate feedback reflect either the sender's or receiver's viewpoint in isolation of each other. This study investigated prevailing student and practitioner views of feedback resulting from development and testing of a survey about feedback. METHOD: This study used a cross-sectional design, incorporating use of expert consultation and factor analysis of surveys. Fifty-two items based on identified attributes for effective feedback from current research were developed and reviewed through expert consultation. Surveys developed from the items were completed by students (n = 209) and practitioners (n = 145). The juxtaposition of items based on students' and practitioners' responses to the surveys were examined through use of exploratory factor analysis. RESULTS: Separate student and practitioner surveys resulted. Each survey contained 23 items that clustered into factors. The item statements were different across practitioner and student groups Only nine items were shared across factors identified for both groups. The resulting factors represented different notions of feedback-namely, practitioners had a process-oriented focus in comparison with students' outcome focus. CONCLUSION: While students and practitioners view feedback differently this does not necessarily mean they are incongruous.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSpringer Science and Business Media LLC
dc.relation.ispartofpagefrom466
dc.relation.ispartofissue1
dc.relation.ispartofjournalBMC Medical Education
dc.relation.ispartofvolume20
dc.subject.fieldofresearchHealth services and systems
dc.subject.fieldofresearchPublic health
dc.subject.fieldofresearchCurriculum and pedagogy
dc.subject.fieldofresearchcode4203
dc.subject.fieldofresearchcode4206
dc.subject.fieldofresearchcode3901
dc.subject.keywordsFeedback; workplace-based
dc.subject.keywordsLearner
dc.subject.keywordsLearning partner
dc.subject.keywordsPractitioner
dc.subject.keywordsStudent
dc.titleThe use of factor analysis and abductive inference to explore students' and practitioners' perspectives of feedback: divergent or congruent understanding?
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationOssenberg, C; Henderson, A; Mitchell, M, The use of factor analysis and abductive inference to explore students' and practitioners' perspectives of feedback: divergent or congruent understanding?, BMC Medical Education, 2020, 20 (1), pp. 466
dcterms.dateAccepted2020-11-11
dcterms.licensehttp://creativecommons.org/licenses/by/4.0/
dc.date.updated2020-12-08T23:57:35Z
dc.description.versionVersion of Record (VoR)
gro.rights.copyright© The Author(s). 2020 Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made.
gro.hasfulltextFull Text
gro.griffith.authorMitchell, Marion L.


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