Submission ID 77476

Code OD-5-3
At the end of this workshop, participants will be able to:
Category Medical Education
Type Oral
Will the presenter be a: Graduate Student
Title Upward Feedback - Exploring Learner Perspectives on Giving Feedback to Their Teachers
Background/Purpose Feedback from learners is known to be an important motivator for medical teachers, but it can be de-motivating if delivered poorly, leaving teachers frustrated and uncertain. Research seeking to uncover challenges providing upward feedback focuses primarily on formal teacher assessments, a subset of how students offer feedback. Further, existing literature does not generally delve into why or how learners provide upward feedback. This study explored learner perspectives on providing feedback to teachers, to further understanding of how to optimize upward feedback quality.
Methods We conducted semi-structured interviews with 16 learners from the MD program at UBC. Applying an interpretive description methodology, interviews continued until theoretical sufficiency was achieved. Iterative analysis accounted for general trends across year, site of training and other categories as well as individual variations.
Results Learners have well-intentioned goals in relation to upward feedback (e.g. to encourage effective teaching practices). However, conflicting priorities such as protecting one's image can create tensions leading to feedback that is discordant with teaching quality. Several mediators, including the number of feedback requests students face, and whether learners think their feedback is meaningful influence the extent to which one's original goals are enacted.
Discussion Goal conflicts can make it difficult for students to contribute to teacher support through upward feedback. Efforts to encourage the quality of upward feedback should begin with addressing mediators (e.g. providing learners with examples of how teachers have applied learner feedback). Future research should explore upward and downward feedback in tandem to further encourage meaningful bidirectional feedback relationships.
Keyword 1 teacher assessment
Keyword 2 upward feedback
Keyword 3 faculty support
Abstract content most relevant to: (check all that apply) Continuing Professional Development (CPD) (faculty development, CME)
Abstract Track - First Choice Teaching and learning
Teaching and Learning Feedback
Authors Kiran Veerapen
Erik Driessen
Cary Cuncic
Kevin Eva
Kimberlee Hart
Katherine Wisener
x

Loading . . .
please wait . . . loading

Working...