Meaningful feedback through a sociocultural lens

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.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Glossary

Organisational culture: Three levels of culture have been described: (1) the deepest level refers to unwritten assumptions and implicit values of the organisation, (2) the second level refers to written expectations and mission statements and (3) the most visible level depicts day to day behaviour.

Politeness theory: This theory assumes that most conversations are potential face-threatening acts either to the hearer or speaker. Face has been categorised as positive face (the need to project a positive image to others) and negative face (freedom to act without imposition).

Mind-set: Is a concept developed by the psychologist Carol Dweck. People with a fixed mind-set believe that their success is a result of fixed traits such as innate intelligence, talent and ability. They tend to spend more time showcasing their skills and perceive failure as a negative statement of their abilities. Those with a growth mind-set believe that innate abilities can be developed through hard work, training, and ongoing learning, and view failure as an essential stop on the journey to further learning.

Additional information

Notes on contributors

Subha Ramani

Dr, Subha Ramani is Director, Program for Research, Innovations and Scholarship, Department of Medicine, Brigham and Women’s Hospital; Leader of Research and Scholarhip, Harvard Macy Institute; and Associate Professor of Medicine, Harvard Medical School, Boston, MA, USA.

Karen D. Könings

Dr, Karen D. Könings is Associate Professor in the Department of Educational Development and Research and the School of Health Professions Education, Faculty of Health, Medicine and Life Sciences at Maastricht University, Maastricht, the Netherlands.

Shiphra Ginsburg

Dr, Shiphra Ginsburg is Professor of Medicine (Respirology) and Scientist at the Wilson Center for Research in Education, University of Toronto, Toronto, Canada.

Cees P. M. van der Vleuten

Dr, Cees P. M. van der Vleuten is the Director of the School of Health Professions Education and Professor of Education, Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences at Maastricht University, Maastricht, the Netherlands.