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An Exploration of Cognitive Diagnosis in Medical Education: Constructing Comprehensive Feedback for Enhanced Student Learning

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Abstract

Feedback stands as a cornerstone in facilitating knowledge and skill acquisition, particularly in the realm of self-directed learning. Drawing from Vygotskian theory, which posits learning as an apprenticeship process within the zone of proximal development (ZPD), effective feedback becomes a crucial scaffold for students navigating their educational journey. This article delves into the significance of feedback, guided by Hattie and Timperley’s three pivotal questions. While clinical environments recognize the importance of feedback in patient care, its application during the formative preclerkship years often remains overlooked.

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Authors and Affiliations

  1. Quantitative and Mixed Methods Research Methodologies, Educational Studies, University of Cincinnati, 2610 University Cir-638, Cincinnati, OH, 45221, USA

    Youn Seon Lim

  2. Department of Science Education, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, NY, USA

    Joanne M. Willey & Catherine Bangeranye

Authors
  1. Youn Seon Lim
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  2. Joanne M. Willey
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  3. Catherine Bangeranye
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Correspondence to Youn Seon Lim.

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Lim, Y.S., Willey, J.M. & Bangeranye, C. An Exploration of Cognitive Diagnosis in Medical Education: Constructing Comprehensive Feedback for Enhanced Student Learning. Med.Sci.Educ. (2024). https://doi.org/10.1007/s40670-024-02064-2

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