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Systematic review of feedback literacy instruments for health professions students

Successfully managing and utilizing feedback is a critical skill for self-improvement. Properly identifying feedback literacy level is crucial to facilitate teachers and learners especially in clinical learning to plan for better learning experience. The present review aimed to gather and examine th...

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Main Authors: Mohd Noor, Mohamad Nabil, Fatima, Sahar, Grace Cockburn, Jessica, Romli, Muhammad Hibatullah, Pallath, Vinod, Hong, Wei-Han, Vadivelu, Jamuna, Foong, Chan Chong
Format: Article
Language:English
Published: Elsevier Ltd 2024
Online Access:http://psasir.upm.edu.my/id/eprint/113358/1/113358.pdf
http://psasir.upm.edu.my/id/eprint/113358/
https://linkinghub.elsevier.com/retrieve/pii/S2405844024071019
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spelling my.upm.eprints.1133582024-11-19T08:14:23Z http://psasir.upm.edu.my/id/eprint/113358/ Systematic review of feedback literacy instruments for health professions students Mohd Noor, Mohamad Nabil Fatima, Sahar Grace Cockburn, Jessica Romli, Muhammad Hibatullah Pallath, Vinod Hong, Wei-Han Vadivelu, Jamuna Foong, Chan Chong Successfully managing and utilizing feedback is a critical skill for self-improvement. Properly identifying feedback literacy level is crucial to facilitate teachers and learners especially in clinical learning to plan for better learning experience. The present review aimed to gather and examine the existing definitions and metrics used to assess feedback literacy (or parts of its concepts) for health professions education. A systematic search was conducted on six databases, together with a manual search in January 2023. Quality of the included studies were appraised using the COSMIN Checklist. Information on the psychometric properties and clinical utility of the accepted instruments were extracted. A total 2226 records of studies were identified, and 11 articles included in the final analysis extracting 13 instruments. These instruments can be administered easily, and most are readily accessible. However, ‘appreciating feedback’ was overrepresented compared to the other three features of feedback literacy and none of the instruments had sufficient quality across all COSMIN validity rating sections. Further research studies should focus on developing and refining feedback literacy instruments that can be adapted to many contexts within health professions education. Future research should apply a rigorous methodology to produce a valid and reliable student feedback literacy instrument. Elsevier Ltd 2024 Article PeerReviewed text en cc_by_4 http://psasir.upm.edu.my/id/eprint/113358/1/113358.pdf Mohd Noor, Mohamad Nabil and Fatima, Sahar and Grace Cockburn, Jessica and Romli, Muhammad Hibatullah and Pallath, Vinod and Hong, Wei-Han and Vadivelu, Jamuna and Foong, Chan Chong (2024) Systematic review of feedback literacy instruments for health professions students. Heliyon, 10 (10). art. no. e31070. pp. 1-12. ISSN 2405-8440; eISSN: 2405-8440 https://linkinghub.elsevier.com/retrieve/pii/S2405844024071019 10.1016/j.heliyon.2024.e31070
institution Universiti Putra Malaysia
building UPM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Putra Malaysia
content_source UPM Institutional Repository
url_provider http://psasir.upm.edu.my/
language English
description Successfully managing and utilizing feedback is a critical skill for self-improvement. Properly identifying feedback literacy level is crucial to facilitate teachers and learners especially in clinical learning to plan for better learning experience. The present review aimed to gather and examine the existing definitions and metrics used to assess feedback literacy (or parts of its concepts) for health professions education. A systematic search was conducted on six databases, together with a manual search in January 2023. Quality of the included studies were appraised using the COSMIN Checklist. Information on the psychometric properties and clinical utility of the accepted instruments were extracted. A total 2226 records of studies were identified, and 11 articles included in the final analysis extracting 13 instruments. These instruments can be administered easily, and most are readily accessible. However, ‘appreciating feedback’ was overrepresented compared to the other three features of feedback literacy and none of the instruments had sufficient quality across all COSMIN validity rating sections. Further research studies should focus on developing and refining feedback literacy instruments that can be adapted to many contexts within health professions education. Future research should apply a rigorous methodology to produce a valid and reliable student feedback literacy instrument.
format Article
author Mohd Noor, Mohamad Nabil
Fatima, Sahar
Grace Cockburn, Jessica
Romli, Muhammad Hibatullah
Pallath, Vinod
Hong, Wei-Han
Vadivelu, Jamuna
Foong, Chan Chong
spellingShingle Mohd Noor, Mohamad Nabil
Fatima, Sahar
Grace Cockburn, Jessica
Romli, Muhammad Hibatullah
Pallath, Vinod
Hong, Wei-Han
Vadivelu, Jamuna
Foong, Chan Chong
Systematic review of feedback literacy instruments for health professions students
author_facet Mohd Noor, Mohamad Nabil
Fatima, Sahar
Grace Cockburn, Jessica
Romli, Muhammad Hibatullah
Pallath, Vinod
Hong, Wei-Han
Vadivelu, Jamuna
Foong, Chan Chong
author_sort Mohd Noor, Mohamad Nabil
title Systematic review of feedback literacy instruments for health professions students
title_short Systematic review of feedback literacy instruments for health professions students
title_full Systematic review of feedback literacy instruments for health professions students
title_fullStr Systematic review of feedback literacy instruments for health professions students
title_full_unstemmed Systematic review of feedback literacy instruments for health professions students
title_sort systematic review of feedback literacy instruments for health professions students
publisher Elsevier Ltd
publishDate 2024
url http://psasir.upm.edu.my/id/eprint/113358/1/113358.pdf
http://psasir.upm.edu.my/id/eprint/113358/
https://linkinghub.elsevier.com/retrieve/pii/S2405844024071019
_version_ 1817844626984271872
score 13.222552

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