This AMEE guide provides a framework and practical strategies for teachers, learners and institutions to promote meaningful feedback conversations that emphasise performance improvement and professional growth. Recommended strategies are based on recent feedback research and literature, which emphasise the sociocultural nature of these complex interactions. We use key concepts from three theories as the underpinnings of the recommended strategies: sociocultural, politeness and self-determination theories. We view the content and impact of feedback conversations through the perspective of learners, teachers and institutions, always focussing on learner growth. The guide emphasises the role of teachers in forming educational alliances with their learners, setting a safe learning climate, fostering self-awareness about their performance, engaging with learners in informed self-assessment and reflection, and co-creating the learning environment and learning opportunities with their learners. We highlight the role of institutions in enhancing the feedback culture by encouraging a growth mind-set and a learning goal-orientation. Practical advice is provided on techniques and strategies that can be used and applied by learners, teachers and institutions to effectively foster all these elements. Finally, we highlight throughout the critical importance of congruence between the three levels of culture: unwritten values, espoused values and day to day behaviours.
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http://dx.doi.org/10.1080/0142159X.2019.1656804 | DOI Listing |
Front Public Health
December 2024
Research Department, Ana Aslan International Foundation, Bucharest, Romania.
The global demographic shift toward an aging population necessitates a nuanced approach to developing and adopting assistive technologies tailored for older adults. This paper synthesizes key challenges, strategies, and recommendations identified in addressing the complex landscape of technology adoption and usage among aging populations. User-centric design and co-creation initiatives are vital for developing assistive technologies that meet the needs of older adults.
View Article and Find Full Text PDFInform Health Soc Care
December 2024
Research Centre for Palliative Care, Death and Dying, College of Nursing and Health Sciences, Flinders University, Adelaide, Australia.
CarerHelp is an online resource supporting Australian family carers providing palliative care to loved ones at home. To confidently care for a dying person, family carers require access to evidence-based resources, accessible day or night when healthcare professionals or services are unavailable. Given carer diversity, usability evaluations assist online developers in shaping information experiences to family carer's needs and abilities.
View Article and Find Full Text PDFJ Neuroeng Rehabil
December 2024
Rehabilitation Engineering Laboratory, Department of Health Sciences and Technology, ETH Zurich, Zurich, Switzerland.
Background: Upper limb impairment post-stroke often leads to a predominant use of the less affected arm and consequent learned disuse of the affected side, hindering upper limb outcome. Wearable sensors such as accelerometers, combined with smart reminders (i.e.
View Article and Find Full Text PDFJ Particip Med
December 2024
Division of Human Nutrition and Health, Wageningen University, Wageningen, Netherlands.
Background: The global shift toward plant-based diets has been increasing, with more people making the transition for various reasons. In vulnerable subgroups such as older adults, the transition to plant-based diets deserves attention due to the potentially detrimental consequences of lower protein quantity and quality.
Objective: We aimed to develop a digital tool that ensures adequate protein quality in plant-based meals for older adults experiencing low protein intake through an interdisciplinary collaboration and user engagement with potential end users.
PLoS One
December 2024
Center for Studies and Development of Health Education-Faculty of Medicine of São José do Rio Preto (CEDES / FAMERP), São José do Rio Preto, São Paulo, Brazil.
The Progress Test (PT) is a valuable tool for the continuous assessment of medical students' learning. This quantitative, cross-sectional study aimed to understand the perceptions of 908 medical students (702 from a private and 206 from a public institution) in São Paulo, Brazil, regarding the design and implementation of PT. Analysis included descriptive statistics, Spearman's correlation, Pearson's Chi-square test, and Fisher's exact test.
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