Feedback mapping – The curricular cornerstone of an “educational alliance”

Abstract

Purpose: The “educational alliance” concept articulates a collaborative framework to facilitate effective feedback through transparency of opportunities aligned with learner stage and intended educational outcomes. Using this framework, we evaluated feedback across a 5 year undergraduate medical program to support embedding a successful learner – teacher “educational alliance”.

Method: A comprehensive mapping exercise used an iterative action research process of source documentary analysis, consultations with key curriculum stakeholders and qualitative analysis. The “educational alliance” model provided a critical lens through which to ensure feedback opportunities aligned with intended learning outcomes and developmental progression.

Results: Key information about the type, frequency and timing of feedback opportunities was identified within 188 curricular components. The purpose and intended learning outcomes were mapped, aligning with the stage of learning and with an expectation of supporting learners’ capacity for self-regulation. This focus providing clear articulation of feedback opportunities supported the longitudinal developmental curricular review, and facilitated enhanced awareness of dialogic feedback within the “educational alliance”.

Conclusions: Explicit alignment of learning intentions between learner and educator is key to forming a successful “educational alliance”. The feedback map provides clarity ensuring mutual understanding of intended learning outcomes. The iterative process additionally certified feedback aligned with maturing learner developmental needs across the program.

Acknowledgements

The authors wish to thank Alex Lee who undertook the first draft of the feedback mapping process while on a student internship attachment within our medical school, and Professor Michelle Marshall for invaluable comments and review of the manuscript.

Ethical approval

The study was not considered to require ethical approval by the University of Sheffield ethical review panel, as its scope fell within the remit of curricular development. Participants were members of staff undertaking the work as part of their curriculum educational role within the medical school.

Disclosure statement

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

Notes on contributors

Professor Deborah Murdoch-Eaton, MBBS, FRCPCH, MD, NTF is Dean of Medical Education at the University of Sheffield, UK. Her academic interests focus on social accountability, developing students’ potential and individuality, and grappling with the complexity of embedding effective feedback practice.

Ms Lucy Bowen, BSc (hons) is a science graduate, who undertook a graduate internship and research assistant post within the Academic Unit of Medical Education, University of Sheffield, Sheffield, UK.