In addition, based on our categorization, the third sub-category of feedback exchanges, social interaction, is classified into two sub-types: on-task and off-task interactional exchanges.
The second main category of feedback exchanges in terms of the focus areas, known as non-revision-oriented ineractional comments, encompasses these comments that do not target any problems in learners' written texts in peer review.
As regards the second category of feedback, which refers to structural elements, we note that most of the feedback encourages the receivers to make changes in their work (n = 207), followed by the feedback oriented towards the structure of the work (n = 205) and the use of drafting standards and finally, linguistic correction.
Based on our analysis of the findings of these studies, there are three patterns of interactional feedback exchanges: (1) exploratory, (2) procedural and (3) social which are discussed as follows: This first main category of feedback exchanges reflects learners' interpretation and reflection on their written texts.
The third category of feedback, regarding motivational aspects, highlights the texts which reinforce self-esteem (n = 323), followed by those that make use of assertiveness to stress the importance of the positive or the negative aspects in the accomplishment of the activity (n = 286).
Compared with the results in feedback analysis, attitude/professionalism was the commonest category of feedback; on the contrary, this was the least frequent category of resident's reflection in our study.
Suggestions forthcoming on questions to be asked included the categories of motivation, feedback, validation, networking, collaboration, and scholarship.
There are two main categories of CQI/PMI feedback mechanisms defined in the time domain: periodic and aperiodic.
Categories and themes of feedback and reflection as they relate to bedside rounds are described below.
The class of "feedback-full" algorithms is further subdivided into two smaller categories: the "amnesic" and the "non-amnesic" one (see Fig. 2).
