ArticleBMJ open2019
'I did not check if the teacher gave feedback': a qualitative analysis of Taiwanese postgraduate year 1 trainees' talk around e-portfolio feedback-seeking behaviours.
Article in BMJ open, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
7 citing papers in PubMed, 14 citations in OpenAlex.
- Cultural influences on Asian health profession trainees seeking and receiving feedback: a scoping review.BMC medical education · 2025Article
- "Discovering shine through feedback seeking"---feedback seeking among new graduate nurses: a qualitative study.BMC nursing · 2024Article
- Feedback in Medical Education: An Evidence-based Guide to Best Practices from the Council of Residency Directors in Emergency Medicine.The western journal of emergency medicine · 2023Review
- Automating the Identification of Feedback Quality Criteria and the CanMEDS Roles in Written Feedback Comments Using Natural Language Processing.Perspectives on medical education · 2023Article
- The Practice of Feedback in Health Professions Education in the Hierarchical and Collectivistic Culture: a Scoping Review.Medical science educator · 2022Article
- Feedback Credibility in Healthcare Education: a Systematic Review and Synthesis.Medical science educator · 2021Review
- Understanding how to enhance efficacy and effectiveness of feedback via e-portfolio: a realist synthesis protocol.BMJ open · 2019Article
Corrections and comments
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Authors and funding
4 authors at 2 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectivesDespite feedback being an extensively researched and essential component of teaching and learning, there is a paucity of research examining feedback within a medical education e-portfolio setting including feedback-seeking behaviours (FSBs). FSBs can be understood within a cost-value perspective. The objective of this research is to explore the factors that influence postgraduate year 1 (PGY1) trainee doctors' FSBs via e-portfolios.
settingPostgraduate education provision in the largest teaching hospital in Taiwan.
participantsSeventy-one PGY1s (66% male).
methodsA qualitative semistructured one-to-one interview method was adopted. Interviews were audio recorded, transcribed verbatim, anonymised and checked for completeness. Data were analysed inductively via thematic framework analysis and deductively informed using FSB theory. The process comprised data familiarisation, identification of the themes, charting and data interpretation.
resultsTwo main themes of FSB related and e-portfolio related were identified. We present the theme focussing on FSB here to which n=32 (22 males, 10 females) of the n=71 participants contributed meaningfully. Subthemes include factors variously affecting PGY1s' positive and negative FSBs via e-portfolios at the individual, process and technological levels. These factors include learner-related (internal values vs social influence, forced reflection); teacher-related (committed educators vs superficial feedback); technology-related (face-saving vs lagging systems; inadequate user-interface) and process-related (delayed feedback, too frequent feedback) factors.
conclusionsOur findings reveal the complexity of PGY1s' FSBs in an e-portfolio context and the interaction of numerous facilitating and inhibiting factors. Further research is required to understand the range of facilitating and inhibiting factors involved in healthcare learners' FSBs across different learning, social, institutional and national cultural settings.
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