Abstract
The centrality of feedback is undeniable in education. However, not all feedback effectively encourages learning or improves performance due to predicaments in feedback delivery and receptivity. Several studies suggest other ways where feedback is offered in a dialogic fashion instead of a monologic one. Nevertheless, few papers do so in the context of medical education, especially when the learning processes involve marginalized people such as disaster-affected patients. This paper draws on autoethnographic experiences of providing dialogic feedback for medical students using Paolo Freire's dialogue concepts. This feedback was given during reflective sessions in community-based medical education at post-disaster areas in Aceh, Indonesia. The findings show that Freire's dialogue concepts help assess dialogic feedback quality and offer insights into power relations between teachers and students. To achieve the aim of providing dialogic feedback --obtaining new understandings-- educators need to establish a more equal position in teacher-student relationships. In sum, the findings highlight the applicability of Freire's concept of dialogue in offering feedback for students especially when the training takes place in a context of marginalized people.
Highlights
Providing feedback is a practice that has been described as central in learning, and as complicated, multi-layered, and disputable (Boud & Molloy, 2013; SteenUtheim & Wittek, 2017; Winstone & Carless, 2019)
This section presents some of the cases where I, as a medical educator and researcher, provided feedback in the form of dialogues to the medical student participants
This study explores my experiences as a medical educator in providing dialogic feedback for medical students using Paulo Freire's dialogue concepts
Summary
Providing feedback is a practice that has been described as central in learning, and as complicated, multi-layered, and disputable (Boud & Molloy, 2013; SteenUtheim & Wittek, 2017; Winstone & Carless, 2019). Feedback may produce many positive effects, such as improving student performance and enhancing learning by offering students information on their tasks, processing the tasks, self-regulation, and progress as a person to advance their performances (Hattie & Timperley, 2007). Other than cognitive or informational inputs, feedback may offer motivational inputs (Brookhart, 2017). Not all feedback could effectively encourage learning or improve performance. In order to stimulate learning, scholars suggest various models to offer feedback. Educators have been using models such as Pendleton rules (Chowdhury & Kalu, 2004; Pendleton, 1984), sandwich (Von Bergen et al, 2014), agenda-led outcome-based analysis (ALOBA) (Silverman, 1996), partnership-empathyapology- respect-legitimation- supports (PEARLS) (Milan et al, 2006), and stop-keep-start
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