AbstractIn the first chapter of this thesis, the topic of feedback is framed. The importance of feedback within medical education is asserted and the concept of a reconceptualisation within wider education is introduced.
The second and third chapters represent highly structured literature reviews of feedback and self-regulation respectively within medical education. They illustrate the preoccupation of establishing the quantitative effect of feedback via experimental studies and significant limitations of the literature available. They highlight the relative paucity of information available in relation to the effect of self-regulation on learning. Finally, they introduce the emerging reconceptualisation of feedback within medical education but the limited understanding of how to introduce a dialogic feedback model and its unknown effects.
Chapter four presents the concept of an integrated model of dialogic feedback with encouraged self-regulation, presents the research questions chosen for this study, and discusses important over-arching design considerations for the presented research.
Chapters five and six represent the design, execution and analysis of two pilot studies. These pilot studies offered practical experience, were instrumental in the maturation of researcher understanding of the subject matter and enabled robust statistical design of the final study. The research questions relating to the final study are contained the end of chapter six.
Chapter seven describes in detail the final study design and methods, including methods of quantitative analysis.
Chapter eight details the quantitative results of the final study. It describes the success of the randomised control design in limiting bias and details the statistical analysis. The quantitative analysis illustrates the improved intra-visit and cross-over task performance associated with the dialogic feedback model.
Chapter nine explores the thematic analysis of the learner experience and perceptions at the end of the study. It provides evidence that engagement in a dialogic feedback model promotes an active learner role, cognitive engagement, and increasing perceptions of self-efficacy.
Discussion and conclusions are presented in chapter ten. It presents the key study findings, in addition to appraisal of the study and identification of important related future research.
|Date of Award||2019|
|Supervisor||Sean McAleer (Supervisor), Rola Ajjawi (Supervisor) & Fraser Harrold (Supervisor)|