Feedback in Medical Education: A Critical Appraisal

Kornegay, Joshua G.; Kraut, Aaron; Manthey, David; Omron, Rodney; Caretta‐Weyer, Holly; Kuhn, Gloria J.; Martin, Sandra; Yarris, Lalena M.

doi:10.1002/aet2.10024

Cited by 50 publications

(33 citation statements)

References 37 publications

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“…Leading medical regulators, including Medical Councils in the UK and Australia, and College professional bodies have incorporated MSF into the performance review cycle for doctors [ 5 ]. Although MSF is a proven feasible, valid and reliable method to assess key competencies such as communication skills among doctors in practice [ 3 , 4 ], the users of patient feedback cite a weak evidence base [ 6 – 9 ]. In systematic reviews of trials using feedback as core interventions, concerns persisted in the variable effectiveness of feedback [ 5 , 10 ].…”

Section: Introductionmentioning

confidence: 99%

A randomised controlled trial of feedback to improve patient satisfaction and consultation skills in medical students

et al. 2020

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Background: The use of feedback has been integral to medical student learning, but rigorous evidence to evaluate its education effect is limited, especially in the role of patient feedback in clinical teaching and practice improvement. The aim of the Patient Teaching Associate (PTA) Feedback Study was to evaluate whether additional written consumer feedback on patient satisfaction improved consultation skills among medical students and whether multisource feedback (MSF) improved student performance. Methods: In this single site, double-blinded randomised controlled trial, 71 eligible medical students from two universities in their first clinical year were allocated to intervention or control and followed up for one semester. They participated in five simulated student-led consultations in a teaching clinic with patient volunteers living with chronic illness. Students in the intervention group received additional written feedback on patient satisfaction combined with guided self-reflection. The control group received usual immediate formative multisource feedback from tutors, patients and peers. Student characteristics, baseline patient-rated satisfaction scores and tutor-rated consultation skills were measured. Results: Follow-up assessments were complete in 70 students attending the MSF program. At the final consultation episodes, both groups improved patient-rated rapport (P = 0.002), tutor-rated patient-centeredness and tutor-rated overall consultation skills (P = 0.01). The intervention group showed significantly better tutor-rated patientcenteredness (P = 0.003) comparing with the control group. Distress relief, communication comfort, rapport reported by patients and tutor-rated clinical skills did not differ significantly between the two groups. Conclusions: The innovative multisource feedback program effectively improved consultation skills in medical students. Structured written consumer feedback combined with guided student reflection further improved patientcentred practice and effectively enhanced the benefit of an MSF model. This strategy might provide a valuable adjunct to communication skills education for medical students.

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Section: Introductionmentioning

confidence: 99%

A randomised controlled trial of feedback to improve patient satisfaction and consultation skills in medical students

et al. 2020

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“…This review applies a previously published method to search and critically appraise the literature regarding the FC model in medical education 7,8. The objective of this appraisal was to summarize and highlight the top scoring papers in medical education regarding the FC, as well as present implications for EM educators and suggest future areas for research surrounding this important topic.…”

Section: Introductionmentioning

confidence: 99%

The Flipped Classroom: A Critical Appraisal

Kraut

Omron²,

Caretta‐Weyer

et al. 2019

WestJEM

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Introduction The objective of this study was to review and critically appraise the medical education literature pertaining to a flipped-classroom (FC) education model, and to highlight influential papers that inform our current understanding of the role of the FC in medical education. Methods A search of the English-language literature querying Education Resources Information Center (ERIC), PsychINFO, PubMed, and Scopus identified 296 papers related to the FC using either quantitative, qualitative, or review methods. Two reviewers independently screened each category of publications using previously established exclusion criteria. Eight reviewers then independently scored the remaining 54 publications using either a qualitative, quantitative, or review-paper scoring system. Each scoring system consisted of nine criteria and used parallel metrics that have been previously used in critical appraisals of education research. Results A total of 54 papers (33 quantitative, four qualitative, and 17 review) on FC met a priori criteria for inclusion and were critically appraised and reviewed. The top 10 highest scoring articles (five quantitative studies, two qualitative studies, and three review papers) are summarized in this article. Conclusion This installment of the Council of Emergency Medicine Residency Directors (CORD) Academy Critical Appraisal series highlights 10 papers that describe the current state of literature on the flipped classroom, including an analysis of the benefits and drawbacks of an FC approach, practical implications for emergency medicine educators, and next steps for future research.

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“…[42] Feedback should be actionable, thus related to something the receiver can change. [43] Generally, also suggest a solution or outcome. [42] Feedback should also be related to transparent performance criteria.…”

Section: Journal Of Hospitalmentioning

confidence: 99%

Communication in intensive care units and cardiac wards – A literature review and personal experiences

Mangafic

Axelsson

Holzmann

et al. 2018

JHA

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Background: Physicians are regularly confronted with a wide range of settings requiring good communication skills. Deficient communication is the main reason for patient complaints.Methods: A literature review and personal experiences of communication techniques used by physicians in intensive care units and cardiac wards.Results: Good communication can increase medical adherence and motivate patients to life-style changes and therefore improve outcomes, resolve or prevent conflicts, increase patients’ satisfaction with offered health care, decrease anxiety and depressive symptoms, instill hope and also make hospital staff feel better.Conclusions: In this article, different models aiming at achieving optimal results in diverse communication situations are described. Healthcare leaders and medical educators should encourage physicians to use the communication techniques presented in this review to optimize the interaction with patients, relatives and colleagues.

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Feedback in Medical Education: A Critical Appraisal

Cited by 50 publications

References 37 publications

A randomised controlled trial of feedback to improve patient satisfaction and consultation skills in medical students

A randomised controlled trial of feedback to improve patient satisfaction and consultation skills in medical students

The Flipped Classroom: A Critical Appraisal

Communication in intensive care units and cardiac wards – A literature review and personal experiences

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