Meaningful feedback through a sociocultural lens

Subha Ramani, Karen D. Könings, Shiphra Ginsburg, Cees P.M. van der Vleuten

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

This AMEE guide provides a framework and practical strategies for teachers, learners and institutions to promote meaningful feedback conversations that emphasise performance improvement and professional growth. Recommended strategies are based on recent feedback research and literature, which emphasise the sociocultural nature of these complex interactions. We use key concepts from three theories as the underpinnings of the recommended strategies: sociocultural, politeness and self-determination theories. We view the content and impact of feedback conversations through the perspective of learners, teachers and institutions, always focussing on learner growth. The guide emphasises the role of teachers in forming educational alliances with their learners, setting a safe learning climate, fostering self-awareness about their performance, engaging with learners in informed self-assessment and reflection, and co-creating the learning environment and learning opportunities with their learners. We highlight the role of institutions in enhancing the feedback culture by encouraging a growth mind-set and a learning goal-orientation. Practical advice is provided on techniques and strategies that can be used and applied by learners, teachers and institutions to effectively foster all these elements. Finally, we highlight throughout the critical importance of congruence between the three levels of culture: unwritten values, espoused values and day to day behaviours.

Original languageEnglish
Pages (from-to)1342-1352
Number of pages11
JournalMedical Teacher
Volume41
Issue number12
DOIs
Publication statusPublished - Dec 2019
Externally publishedYes

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  • Cite this

    Ramani, S., Könings, K. D., Ginsburg, S., & van der Vleuten, C. P. M. (2019). Meaningful feedback through a sociocultural lens. Medical Teacher, 41(12), 1342-1352. https://doi.org/10.1080/0142159X.2019.1656804