oralpresentation
Description

Title: 2793 - Using Self-Regulated Learning to Provide Effective Feedback on Clinical Decision-Making

Authors:

Heather Leggett (Presenter)
Leeds University

John Sandars, Edge Hill University

Abstract:

Objectives: To develop an innovative, practical feedback model based on Self-Regulated Learning (SRL) theory to provide effective, personalised feedback on students’ clinical decision-making in the authentic clinical setting. SRL is essential for lifelong development and transfer of learning across different contexts.

Methods: Designed using a user-centred, educational design research approach, the Personalised Feedback Model (PFM) provides feedback on the influence of contextual factors and students’ use of key SRL processes (goal setting, planning, self-monitoring, and post-task reflection and adaptation). Dual information from the student (self-reported) and the observing tutor are combined to create more accurate and detailed feedback on students’ SRL. Eight medical tutors were trained to use the PFM to provide feedback to their medical students (n=10) in the authentic clinical setting. Questionnaires, interviews and student performance data were used to evaluate the PFM.

Results: All participants considered that the PFM was useful, easy to use, and effective for providing feedback on clinical decision-making. Tutors provided more feedback on SRL and the influence of contextual factors and students had an increased awareness of the influence of contextual factors on their performance. Students viewed the SRL focused feedback to be effective and useful.They employed more SRL processes and had improved decision-making.

Conclusions: This is the first study to specifically address how SRL focused feedback after decision-making can be provided more effectively. Dental training has a similar emphasis on effective clinical decision-making and consequently the PFM offers a new, interactive, reciprocal and student-led approach which provides detailed and usable feedback in the authentic clinical setting. The findings highlight the potential translational value of the PFM in dental training where students would benefit from feedback on their decision-making (e.g., diagnosing caries) or skill performance (e.g., extraction) after interaction with patients. Based on these pilot findings, the PFM is currently being trialled with dental students.

Disclosure Statement:
The submitter must disclose the names of the organizations with which any author have a relationship, the nature of the relationship, and the clinical or research area involved. The following is submitted: NONE

Tags