32 | Chapter 2 Table 1 Continued. Contexta Mechanismb Outcomec Workplace learning (WPL) Feedback was already provided during bedside teaching (M) Learners perceived portfolio feedback to have little utility for personal development and, as a result, their feedback-seeking motivation declined.36 Summative assessment; more specifically, requirements regarding the (number of ) portfolio reports (SA). The mandatory number of submissions resulted in a high frequency of feedback. Therefore, single feedback moments had low news value (M) Learners perceived portfolio feedback to have little utility for personal development and, as a result, their feedback-seeking motivation declined.36 Learners found it difficult to perform a learning needs assessment individually (ES) Learners experienced a lack of guidance and clear instructions on how to complete the portfolio (M/PC). As a consequence, trainees felt uncertain about what they should write in their portfolios (F) and were inclined to make inauthentic submissions. This type of submission evoked superficial or generic feedback by teachers (M) Learners perceived portfolio feedback to have little utility for personal development and, as a result, their feedback-seeking motivation declined.36 Due to the number of trainees rotating between the departments and the genericity of provided feedback, learners distrusted supervisors’ ability to remember individual learners and their performance well enough to provide individualized feedback (I/M) Learners perceived portfolio feedback to have little utility for personal development and, as a result, their feedback-seeking motivation declined.36 Delayed feedback was experienced as less meaningful. Since learners believed that supervisors were not able to remember the past experience well enough to provide accurate feedback (I/M) Feedback-seeking motivation declined.36 Context Mechanism Outcome Learning objectives and plans (+) The busy, frenetic pace of the clinical setting made it difficult to synthesize learning experiences (WPL) However, documenting in the portfolio provided an intentional deliberate moment to pause and think about what had happened during the day (DC). Learners thought how lessons learned could be applied in the future.43
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