Promoting medical students’ reflection through feedback interaction: The RAISE model
Submitted: 2 April 2024
Accepted: 12 September 2024
Published online: 7 January, TAPS 2025, 10(1), 27-35
Estivana Felaza1, Ardi Findyartini1,2, Rita Mustika1, Jenny Bashiruddin1, Joedo Prihartono3, Lucia RM Royanto4 & Subha Ramani5
1Department of Medical Education, Faculty of Medicine Universitas Indonesia, Indonesia; 2Medical Education Centre, Indonesia Medical Education and Research Institute (IMERI), Faculty of Medicine Universitas Indonesia, Indonesia; 3Department of Public Health, Faculty of Medicine Universitas Indonesia, Indonesia; 4Faculty of Psychology Universitas Indonesia, Indonesia; 5Brigham Women and Child Hospital, Harvard Medical School, USA
Abstract
Introduction: Professional identity formation requires students’ ability to reflect, which can be supported by constructive feedback from teachers. Feedback practice faces many challenges, including those related to sociocultural aspects. Feedback can be optimised by implementing a model suitable to the attributes of students, teachers, and the clinical environment. This study aimed to develop a suitable feedback model and test its effectiveness in promoting reflection.
Methods: The model was designed based on the theoretical framework and identified feedback-related attributes in FMUI. Expert reviews and cognitive interviews were conducted before the model was tested. The model’s effectiveness was tested using a quasi-experimental design involving 74 students in the Paediatric Module. Students were asked to reflect on their mini-CEX experience after receiving feedback from teachers, and the depth of reflection was compared between students in the intervention and control group. The depth of reflection was measured using Kember scoring, and bivariate analysis was conducted using SPSS 20.0.
Results: The model consists of 5 steps including: Rapport building, Acknowledge students’ strengths, Identify aspect(s) that need improvement, Share teachers’ experiences, and Establish a plan to improve. Deep reflection was more frequently found in the intervention group. Mann-Whitney test showed that the difference between groups was statistically significant (Z=2.964, p=0.003), indicating that reflection in the intervention group was deeper than the control group.
Conclusion: The feedback model formulated based on feedback-related attributes in FMUI was named the RAISE model. Upon testing, students receiving the model could reflect more deeply compared to those receiving the standard model.
Keywords: Feedback, Clinical, Reflection, Sociocultural
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