Designing for productive feedback: a sociocultural and co-created approach to clinical education

This thesis investigated how feedback processes can be designed to support learning in clinical education. Feedback is often seen as information given from teacher to student, but this research explored it as a shared and interactive process. Using a design-based research approach, this research examined, across a series of studies, how feedback can become more meaningful and useful in everyday training. The research involved different stakeholders working together to develop a “Feedback Toolkit” tailored to real clinical settings. The findings show that effective feedback goes beyond what is said and depends on trust, dialogue, and shared responsibility for learning. The co-created toolkit helped both students and clinical teachers engage more actively in feedback conversations and make feedback more meaningful in daily practice. Overall, this thesis shows that involving users in the design of educational tools leads to relevant solutions, and supports the development of more responsive and effective learning environments.