The use of factor analysis and abductive inference to explore students’ and practitioners’ perspectives of feedback: divergent or congruent understanding?

Abstract

Background The importance of feedback in workplace-based settings cannot be underestimated. Approaches that evaluate feedback reflect either the sender’s or receiver’s viewpoint in isolation of each other. This study investigated prevailing student and practitioner views of feedback resulting from development and testing of a survey about feedback. Method This study used a cross-sectional design, incorporating use of expert consultation and factor analysis of surveys. Fifty-two items based on identified attributes for effective feedback from current research were developed and reviewed through expert consultation. Surveys developed from the items were completed by students (n = 209) and practitioners (n = 145). The juxtaposition of items based on students’ and practitioners’ responses to the surveys were examined through use of exploratory factor analysis. Results Separate student and practitioner surveys resulted. Each survey contained 23 items that clustered into factors. The item statements were different across practitioner and student groups Only nine items were shared across factors identified for both groups. The resulting factors represented different notions of feedback—namely, practitioners had a process-oriented focus in comparison with students’ outcome focus. Conclusion While students and practitioners view feedback differently this does not necessarily mean they are incongruous.

Systematic review of feedback literacy instruments for health professions students

“…Cronbach's alpha was 0.74. Ossenberg et al [ 16 ], 2020 Australia Quality Feedback Inventory Mixed-Methods - Exploratory 209 Year 3 nursing students Items was generated based on a scoping review and then checked for comprehensiveness and comprehensibility with experts. Exploratory factor analysis revealed a three-factor structure and the Cronbach's alpha was 0.96.…”

“…Although majority of the instruments did not develop their instruments based on the concept of feedback literacy outlined by Carless and Boud [ 10 ] the constructs within these and more recent studies converge on the use of feedback literacy in learning. They can generally be divided into assessment of students' perception of the feedback process [ 16 , 17 , [49] , [50] , [51] , 53 , 54 ] and assessment of students’ behaviours in receiving feedback [ 17 , 52 , 55 ]. Overall, the included instruments have variable constructs for different contexts.…”

“…Considering that feedback literacy contributes to learning, its measurement is needed as an objective way for educators to evaluate the students' capacities to participate in the feedback process [ 14 , 15 ]. Several tools have been developed to measure feedback literacy for health professions students [ 16 , 17 ]. These instruments were developed based on Carless and Boud's conceptualization of feedback literacy [ 10 ].…”