An investigation of medical student reactions to feedback: a randomised controlled trial

Boehler, Margaret L.; Rogers, David A.; Schwind, Cathy J.; Mayforth, Ruth D.; Quin, Jacquelyn A.; Williams, Reed G.; Dunnington, Gary L.

doi:10.1111/j.1365-2929.2006.02503.x

Cited by 180 publications

(156 citation statements)

References 25 publications

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“…Communication and feedback from preceptors has been found to increase skills, 27 confidence, 28 knowledge, 27,28 self-esteem, 28 productivity, 28 clinical performance, 28,29 and professional behavior. 28 Program administrators should encourage and promote this interaction to improve the professional communication skills of their students.…”

Section: Discussionmentioning

confidence: 99%

An Exploratory Study of Athletic Training Student Communication

Carr

Volberding

Timson

2016

Athletic Training Education Journal

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Context: Employers have reported that the ability to communicate is the greatest deficiency of new athletic training graduates. New graduates must be able to communicate effectively with a wide range of stakeholders to ensure the best health care of their patients. To date there have been no studies to determine which stakeholders the students are communicating with during clinical experiences.Objective: To investigate the opportunity to communicate with various stakeholders by students during their clinical experiences.Patients or Other Participants: Participants were 932 students (308 male, 624 female) from university athletic training programs. Data Collection and Analysis:The study used an online survey instrument that allowed students to recall which stakeholders they had the opportunity to communicate with during the prior week of their clinical experiences. Basic descriptive statistics were calculated to describe the study sample and a v 2 contingency table analysis was used to determine significance. The dependent variables were stakeholders with whom they communicated (coach/clinic director, athlete/patient, parent, administrator, peer/colleague, and other health care professional) and the independent variables were demographics (sex, athletic affiliation of host institution, state/private affiliation of host institution, entry-level degree, year in program, clinical rotation setting, and athletic affiliation of clinical rotation).Results: Year in program indicated a significant correlation with all of the dependent variables, with Cramer V ranging from 0.098 to 0.157. The highest significant correlation was found between clinical rotation setting and communication with parents (Cramer V ¼ 0.418). Conclusions:As one would expect, as students matriculate and gain higher levels of maturity, they report more opportunities to communicate. Similarly, students in multisport secondary schools or lower-level collegiate clinical experiences report more opportunities to communicate.

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Section: Discussionmentioning

confidence: 99%

An Exploratory Study of Athletic Training Student Communication

Carr

Volberding

Timson

2016

Athletic Training Education Journal

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“…10 La observación concluye con una instancia de devolución constructiva o feedback que el evaluador debe aprovechar para dar recomendaciones, promover la autorreflexión identificando áreas por corregir y definiendo un plan de acción que contribuya a mejorar las habilidades del estudiante. 11,12 Su principal ventaja radica en que permite realizar evaluaciones en situaciones clínicas reales, cotidianas, de variada complejidad y en distintos ámbitos, a la vez que resulta un buen complemento para otros instrumentos utilizados que evalúan solo conocimiento y razonamiento (preguntas de elección múltiple, simuladores, etc.). …”

Section: Introductionunclassified

Evaluación por competencias en formación de posgrado: implementación de una adaptación pediátrica del Examen de Ejercicio Clínico Reducido (Mini-Cex)

Urman

Folgueral

et al. 2011

Arch Argent Pediat

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Arch Argent Pediatr 2011;109(6):492-498 / 492 RESUMEN Introducción. La observación directa de los alumnos por parte de distintos docentes en forma periódica, en diversos escenarios y en tiempo real, tiene gran valor en el proceso de formación. Objetivos. Evaluar la factibilidad en la implementación de una versión del Ejercicio de Examen Clínico Reducido adaptada a Pediatría, describir las evaluaciones realizadas según el ámbito de observación, la complejidad del paciente, el foco del encuentro y la situación pediátrica, y conocer la satisfacción de docentes y alumnos con respecto a esta herramienta. Método. Participaron en forma voluntaria todos los docentes y alumnos de la carrera. Las observaciones tenían carácter formativo. Las competencias evaluadas fueron: habilidades para la conducción de la entrevista, para el examen físico, para el asesoramiento, profesionalismo, criterio clínico, eficiencia y competencia clíni-ca global. Se definió la factibilidad del estudio como la posibilidad de realizar cuatro observaciones en al menos 70% de los participantes y que se llevaran a cabo observaciones en todas las áreas de rotación. Resultados. Se realizaron 388 observaciones. Participaron 54 alumnos y 50 docentes. Se realizaron 7,18 observaciones por participante, en el ámbito ambulatorio en el 57% y con baja complejidad en el 60% de los casos. El 85% de los participantes fueron observados mientras conducían una consulta de supervisión en salud. La calificación por competencia específica fue uniforme. El foco del encuentro presentó variaciones según el ámbito de observación. Docentes y alumnos se mostraron satisfechos. Conclusión. El instrumento pudo aplicarse con la frecuencia preestablecida, en los ámbitos programados y fue bien aceptado. Palabras clave: educación médica, posgrado, pediatría, competencias, observación directa, Mini-Cex. SUMMARY Aims.Faced with the increased challenge of assessing competences in young doctors, the purpose of the study was to evaluate the implementation of a pediatric version of the Mini-Cex in pediatric trainees as well as the level of satisfaction of teachers and students with the new assessment tool. Methods and results. From July 2007 to August2009, 54 pediatric trainees were periodically monitored in a variety of clinical settings by 50 teachers. The competences evaluated included medical interviewing, physical examination and counseling skills, humanistic qualities/ professionalism, clinical judgment, organization and overall clinical competence. The feasibility of this study was defined as an average 4 observations per participant, and observations in all clinical rotations. During the study, 388 observations were carried over 54 students (average of 7.18 observations per student); 57% took place in ambulatory settings, 60% were of low complexity and 85% involved healthy children programmed consultations. The ratings for specific competences had little variation; the focus related to the setting. Conclusions. Used in a variety of settings, with different patient problems, the m...

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“…However, the feedback students appreciate is not necessarily the feedback that best supports their learning. For example, Boehler et al (2006) found not only that general praise led to improved student satisfaction ratings when compared with constructive feedback, but also that these more satisfied students failed to improve their performance compared with their less satisfied peers. Focusing more on student learning than student satisfaction means questioning the assumption that the customer is always right .…”

Section: Feedback In Academic Writing Support Servicesmentioning

confidence: 99%

Limitations of Corrective Feedforward: A Call for Resubmission Practices to become Learning-oriented

Carver

2017

JOAW

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As part of well-planned formative assessment, feedback can help students to understand the demands of a summative assessment task, evaluate their current level of performance, and then find ways to close the gap. As students take a more active role in this process, their feedback can be thought of as becoming 'feedforward' since it serves a specific purpose and drives student action. As the value of formative assessment design is becoming emphasised in higher education, summative assessment practices need to be re-evaluated in terms of how well they support learning as opposed to just supporting valid judgements of student performance. However, despite significant discussion of Assessment for Learning and Learning-Oriented Assessment, resubmission practices are largely overlooked even though resubmission can be a key event in whether students are retained.As part of a learning support department's effort to provide effective feedback on academic writing, students referred for support were offered two types of feedback: one was simple correction, the other was in-depth dialogic feedback which followed "feedback for learning" guidance (Askew and Lodge 2000). Student engagement with the two types of feedback was analysed by looking at the changes students made to their work and feedback from their subject tutor (including the resubmission grade). The tutor's feedback was also analysed to see if any intentions for the resubmission task could be inferred.Results suggest that corrective feedback is highly efficient in enabling students to pass resubmissions and that more in-depth feedback is much less efficient. This paper highlights some of the ways in which resubmission practices can unknowingly encourage surface approaches, and suggests some ideas for how learning support can better align with subject tutors to enable resubmission to become more learning-oriented.

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An investigation of medical student reactions to feedback: a randomised controlled trial

Abstract: Student satisfaction is not an accurate measure of the quality of feedback. It appears that satisfaction ratings respond to praise more than feedback, while learning is more a function of feedback.

Cited by 180 publications

References 25 publications

An Exploratory Study of Athletic Training Student Communication

An Exploratory Study of Athletic Training Student Communication

Evaluación por competencias en formación de posgrado: implementación de una adaptación pediátrica del Examen de Ejercicio Clínico Reducido (Mini-Cex)

Limitations of Corrective Feedforward: A Call for Resubmission Practices to become Learning-oriented

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