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Enhancing Trust, Safety and Quality: Exploring the Role of Dialogue in Peer Feedback on Professional Competencies

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Title: Enhancing Trust, Safety and Quality: Exploring the Role of Dialogue in Peer Feedback on Professional Competencies
Language: English
Authors: Mirella V. Jongsma (ORCID 0000-0002-9590-5245), Danny J. Scholten (ORCID 0000-0001-6822-9950), Jorick Houtkamp (ORCID 0000-0002-8021-5751), Martijn Meeter (ORCID 0000-0002-5112-6717), Jacqueline E. van Muijlwijk-Koezen (ORCID 0000-0003-3877-0425)
Source: Cogent Education. 2024 11(1).
Availability: Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Trust (Psychology), Safety, Dialogs (Language), Peer Evaluation, Feedback (Response), Peer Relationship, Job Skills, Competence, Computer Mediated Communication, Well Being, Teamwork, Student Attitudes, Asynchronous Communication, Synchronous Communication, Differences, Foreign Countries, Research Universities, College Freshmen, Pharmaceutical Education, COVID-19, Pandemics, Educational Technology, Educational Environment
Geographic Terms: Netherlands
DOI: 10.1080/2331186X.2024.2349355
ISSN: 2331-186X
Abstract: Peer feedback can enhance learning but may introduce issues like peer pressure and distrust, particularly with professional competencies like teamwork. This jeopardizes the feedback process and skill development crucial for undergraduate students' career preparation. To address this, two approaches are generally used: anonymizing feedback or incorporating feedback dialogue. However, the impact of anonymity on trust and safety is unclear due to a loss of dialogue. Additionally, the effect of feedback dialogue in the context of competencies remains largely unexplored. Employing a mixed-methods approach, we divided sixty-three participants into an experimental group receiving identifiable online peer feedback with dialogue and a control group receiving anonymous feedback only. We measured students' psychological safety and trust in giving feedback on teamwork competencies, feedback quality and perceptions of the feedback process. Quantitative results showed no significant differences in safety and trust perceptions between groups, indicating that anonymity and feedback dialogue contribute to a comparably safe environment. However, the qualitative results indicated that the experimental group held more positive attitudes toward the feedback process and their feedback seemed more nuanced. This suggests that dialogue-enhanced peer feedback is preferred for fostering a safe and effective peer feedback exchange that supports professional competency development.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1453750
Database: ERIC
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  Data: Enhancing Trust, Safety and Quality: Exploring the Role of Dialogue in Peer Feedback on Professional Competencies
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  Data: <searchLink fieldCode="AR" term="%22Mirella+V%2E+Jongsma%22">Mirella V. Jongsma</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9590-5245">0000-0002-9590-5245</externalLink>)<br /><searchLink fieldCode="AR" term="%22Danny+J%2E+Scholten%22">Danny J. Scholten</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6822-9950">0000-0001-6822-9950</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jorick+Houtkamp%22">Jorick Houtkamp</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8021-5751">0000-0002-8021-5751</externalLink>)<br /><searchLink fieldCode="AR" term="%22Martijn+Meeter%22">Martijn Meeter</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5112-6717">0000-0002-5112-6717</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jacqueline+E%2E+van+Muijlwijk-Koezen%22">Jacqueline E. van Muijlwijk-Koezen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3877-0425">0000-0003-3877-0425</externalLink>)
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  Data: Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Trust+%28Psychology%29%22">Trust (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Safety%22">Safety</searchLink><br /><searchLink fieldCode="DE" term="%22Dialogs+%28Language%29%22">Dialogs (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Evaluation%22">Peer Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Skills%22">Job Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Competence%22">Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Teamwork%22">Teamwork</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Asynchronous+Communication%22">Asynchronous Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Synchronous+Communication%22">Synchronous Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Differences%22">Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Universities%22">Research Universities</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Pharmaceutical+Education%22">Pharmaceutical Education</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Netherlands%22">Netherlands</searchLink>
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  Data: 10.1080/2331186X.2024.2349355
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  Data: 2331-186X
– Name: Abstract
  Label: Abstract
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  Data: Peer feedback can enhance learning but may introduce issues like peer pressure and distrust, particularly with professional competencies like teamwork. This jeopardizes the feedback process and skill development crucial for undergraduate students' career preparation. To address this, two approaches are generally used: anonymizing feedback or incorporating feedback dialogue. However, the impact of anonymity on trust and safety is unclear due to a loss of dialogue. Additionally, the effect of feedback dialogue in the context of competencies remains largely unexplored. Employing a mixed-methods approach, we divided sixty-three participants into an experimental group receiving identifiable online peer feedback with dialogue and a control group receiving anonymous feedback only. We measured students' psychological safety and trust in giving feedback on teamwork competencies, feedback quality and perceptions of the feedback process. Quantitative results showed no significant differences in safety and trust perceptions between groups, indicating that anonymity and feedback dialogue contribute to a comparably safe environment. However, the qualitative results indicated that the experimental group held more positive attitudes toward the feedback process and their feedback seemed more nuanced. This suggests that dialogue-enhanced peer feedback is preferred for fostering a safe and effective peer feedback exchange that supports professional competency development.
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        Value: 10.1080/2331186X.2024.2349355
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      – Text: English
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      – SubjectFull: Trust (Psychology)
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      – SubjectFull: Safety
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      – SubjectFull: Dialogs (Language)
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      – SubjectFull: Peer Evaluation
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      – SubjectFull: Feedback (Response)
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