Guiding educators in learner-centred feedback: designing, testing and refining the Feedback Quality Instrument

Abstract

Feedback is important but problematic in the health workplace. The aim of this research is to promote quality feedback discussions that enhance learner outcomes. This thesis reports the process of developing, testing and refining an instrument to guide and systematically evaluate an educator’s role in quality face-to-face feedback in clinical practice. It is underpinned by social constructivism, and uses a multiphase mixed methods design to achieve the research objective. The research was conducted in three phases. Phase 1 comprised a systematic review and meta-analysis to summarise the empirical evidence available concerning the impact of face-to-face feedback on workplace task performance..