Assessment and Practice in Educational Sciences 3092-717X 2 Serial Number 5 2024 01 01 Exploring Adaptive Feedback Strategies in Competency-Based Medical Education Exploring Adaptive Feedback Strategies in Competency-Based Medical Education 1 9 EN Journal Article 2023 11 13 This study aimed to explore how clinical educators employ adaptive feedback strategies within the  framework of competency-based medical education (CBME) to enhance learner development and  performance. This qualitative study employed a phenomenological approach to investigate the  experiences of clinical educators in CBME programs. Semi-structured interviews were conducted with  31 faculty members from various medical disciplines in Tehran, selected through purposive sampling.  Data collection continued until theoretical saturation was achieved. All interviews were transcribed  verbatim and analyzed using thematic analysis, following Braun and Clarke’s six-phase framework.  Nvivo software was used to facilitate data management and coding. The analysis focused on identifying  patterns and strategies used by educators to tailor feedback in diverse clinical and educational contexts. Three main themes emerged: (1) Personalization of feedback, which included strategies such as  emotional sensitivity, alignment with milestones, and tailoring feedback based on individual learner  needs; (2) Contextual influences on feedback, which encompassed environmental constraints,  institutional culture, and hierarchical dynamics that shaped feedback delivery; and (3) Developmental  impact on learners, highlighting how adaptive feedback fostered motivation, self-regulation, and  feedback-seeking behavior. Participants emphasized the importance of empathy, trust, and situational  judgment in feedback practices, while also noting barriers such as time pressure and lack of formal  feedback training. Adaptive feedback is a dynamic, context-sensitive process that plays a critical role in  the success of CBME. Clinical educators utilize a range of strategies to tailor feedback based on learner  characteristics, contextual demands, and developmental goals. Supporting these practices through  institutional policy, faculty development, and cultural change is essential for fostering meaningful  learning and competency progression in medical education.

https://journalapes.com/index.php/apes/article/download/37/31