What is it about?
We identify the various factors that affect Taiwanese junior doctors motivation to look at the feedback they are given by their seniors within an online portfolio system. Included in these factors are learner-related (e.g. whether they valued receiving feedback or not), teacher-related (e.g. whether feedback was specific to them or deemed generic), technology-focused (e.g. being online it facilitates face-saving) and process-related (e.g. timing of feedback).
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Why is it important?
This is the first study to examine feedback-seeking behaviours of junior doctors within an online assessment forum. We highlight the range of factors that interrelate with junior doctors' cost-value perceptions and social norms. Understanding these issues can assist those designing e-portfolios to ensure their efficiency, particularly in terms of learners' feedback-engagement.
Perspectives
This paper is a labour of love - as so many are - and previously was 'dismissed' by one journal editor due to our finding around face-saving (they deemed it too Taiwan-focused). However, we believe that this aspect is equally applicable to any culture - being able to receive negative feedback outside of a face-to-face interaction helps us deal with issues such as 'shame' and 'embarrassment' more easily. So - if you're interested in feedback, and want to know more about how and why learners engage in seeking out feedback (and why they disengage), then this is a good paper for you - wherever you are!
Professor Lynn Valerie Monrouxe
Chang Gung Memorial Hospital, Taiwan
Read the Original
This page is a summary of: ‘I did not check if the teacher gave feedback’: a qualitative analysis of Taiwanese postgraduate year 1 trainees’ talk around e-portfolio feedback-seeking behaviours, BMJ Open, January 2019, BMJ,
DOI: 10.1136/bmjopen-2018-024425.
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