Feedback mapping—The curricular cornerstone of an “educational alliance.”
Abstract
PURPOSE: The "educational alliance" concept articulates a collaborative framework to facilitate effective feedback through transparency of opportunities aligned with learner stage and intended educational outcomes. Using this framework, we evaluated feedback across a 5 year undergraduate medical program to support embedding a successful learner - teacher "educational alliance". METHOD: A comprehensive mapping exercise used an iterative action research process of source documentary analysis, consultations with key curriculum stakeholders and qualitative analysis. The "educational alliance" model provided a critical lens through which to ensure feedback opportunities aligned with intended learning outcomes and developmental progression. RESULTS: Key information about the type, frequency and timing of feedback opportunities was identified within 188 curricular components. The purpose and intended learning outcomes were mapped, aligning with the stage of learning and with an expectation of supporting learners' capacity for self-regulation. This focus providing clear articulation of feedback opportunities supported the longitudinal developmental curricular review, and facilitated enhanced awareness of dialogic feedback within the "educational alliance". CONCLUSIONS: Explicit alignment of learning intentions between learner and educator is key to forming a successful "educational alliance". The feedback map provides clarity ensuring mutual understanding of intended learning outcomes. The iterative process additionally certified feedback aligned with maturing learner developmental needs across the program.
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The learner's perception of the educational relationship between the educator and the learner is the key determinant of the educational alliance's success.
“The learner's perception of the educational relationship between the educator and the learner is the key determinant of the educational alliance's success . 32-34”
From Medical student perceptions of feedback and feedback behaviors within the context of the “educational alliance.” (2017) · cites this paper as [32]
Evidence from the literature suggests a shift from focusing on learner acceptance of feedback to supporting and priming learners as 'co-producers' of learning.
“Evidence from the literature suggests a shift from focusing on learner acceptance of feedback to supporting and priming learners as 'co -producers' of learning . 32”
From Medical student perceptions of feedback and feedback behaviors within the context of the “educational alliance.” (2017) · cites this paper as [32]
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- Authors
- Murdoch-Eaton, D., & Bowen, L.
- Affiliations
- Academic Unit of Medical Education, University of Sheffield, Sheffield, UK
- University of Sheffield (GB)
- ORCID
- Bowen, Lucy
- Venue
- Medical Teacher
- Publisher
- Informa UK Limited
- Published
- 2017-03-10
- Volume
- 39
- Issue
- 5
- Pages
- 540-547
- ISSN
- 0142-159X (ISSN-L)
- 1466-187X
- OpenAlex
- W2593700121
- Cited by
- 20
- References
- 32
- Citations by year
- 2026: 1 · 2025: 4 · 2023: 3 · 2022: 2 · 2021: 3 · 2020: 2 · 2018: 1 · 2017: 4
- FWCI
- 1.79
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Medical Teacher (publishedVersion)
- PubMed (publishedVersion)
- White Rose Research Online (University of Leeds, The University of Sheffield, University of York) (acceptedVersion)
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Educational Assessment and Pedagogy
- Keywords
- educational alliances, feedback in medical education, undergraduate medical curriculum, learning outcomes alignment, student self-regulation, dialogic feedback, curriculum review, teacher-student relationship
- MeSH terms
- Clinical Competence, Cooperative Behavior, Curriculum, Feedback, Humans, Learning, Models, Educational
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