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X Demographics
Mendeley readers
Attention Score in Context
| Title |
Influence of feedback characteristics on perceived learning value of feedback in clerkships: does culture matter?
|
|---|---|
| Published in |
BMC Medical Education, April 2017
|
| DOI | 10.1186/s12909-017-0904-5 |
| Pubmed ID | |
| Authors |
Yoyo Suhoyo, Elisabeth A. Van Hell, Wouter Kerdijk, Ova Emilia, Johanna Schönrock-Adema, Jan B. M. Kuks, Janke Cohen-Schotanus |
| Abstract |
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. 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. 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. 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. |
X Demographics
The data shown below were collected from the profiles of 5 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United Kingdom | 1 | 20% |
| Spain | 1 | 20% |
| Unknown | 3 | 60% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 2 | 40% |
| Practitioners (doctors, other healthcare professionals) | 2 | 40% |
| Scientists | 1 | 20% |
Mendeley readers
The data shown below were compiled from readership statistics for 99 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 99 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 14 | 14% |
| Student > Bachelor | 12 | 12% |
| Lecturer | 11 | 11% |
| Researcher | 6 | 6% |
| Student > Postgraduate | 6 | 6% |
| Other | 19 | 19% |
| Unknown | 31 | 31% |
| Readers by discipline | Count | As % |
|---|---|---|
| Medicine and Dentistry | 41 | 41% |
| Social Sciences | 7 | 7% |
| Nursing and Health Professions | 5 | 5% |
| Arts and Humanities | 3 | 3% |
| Psychology | 3 | 3% |
| Other | 8 | 8% |
| Unknown | 32 | 32% |
Attention Score in Context
This research output has an Altmetric Attention Score of 3. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 05 May 2017.
All research outputs
#13,859,387
of 23,881,329 outputs
Outputs from BMC Medical Education
#1,729
of 3,576 outputs
Outputs of similar age
#157,377
of 311,516 outputs
Outputs of similar age from BMC Medical Education
#28
of 47 outputs
Altmetric has tracked 23,881,329 research outputs across all sources so far. This one is in the 41st percentile – i.e., 41% of other outputs scored the same or lower than it.
So far Altmetric has tracked 3,576 research outputs from this source. They typically receive a little more attention than average, with a mean Attention Score of 6.4. This one has gotten more attention than average, scoring higher than 50% of its peers.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 311,516 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 48th percentile – i.e., 48% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 47 others from the same source and published within six weeks on either side of this one. This one is in the 42nd percentile – i.e., 42% of its contemporaries scored the same or lower than it.