Feedback in medical education – a workshop report with practical examples and recommendations

Thrien, Christian; Fabry, Götz; Härtl, Anja; Kiessling, Claudia; Graupe, Tanja; Preusche, Ingrid; Pruskil, Susanne; Schnabel, Kai; Sennekamp, Monika; Rüttermann, Stefan; Wünsch, Alexander

doi:10.3205/zma001339

Cited by 4 publications

(3 citation statements)

References 18 publications

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“…Isolated or singular feedbacks are not enough. This practice must be developed continuously throughout the whole training in an effective way 8 . Therefore, to be powerful, there must be a learning context in which the feedback is provided 1 .…”

Section: Application Of Feedback In Medical Educationmentioning

confidence: 99%

“…The main purpose of feedback is to reduce differences between the student's current understanding/performance and the final goal. The model ("standard") to which the student is compared must be clearly exposed 8 . This model can be based on protocols where performance is described, the previous performance of the learner himself, or the opinions of teachers about standard performance 2 .…”

Section: Feedback Contentmentioning

confidence: 99%

“…Instead of using expressions like "perfect," "good," "bad," or "can improve," it may be more effective to use phrases that develop the idea, and do not just deliver unconditional praise or negative judgments. For example, "The positive aspects of your clinical exam were… and the negative ones were…" Or, "Your presentation gave us a very detailed and useful view of the problem… maybe you could also add…" Beginning the conversation by asking "What would you change or do differently" or "How do you think it went" can also open the way to reflection and have a better impact on developing ideas and action plans to achieve the determined goal 8,10 . Descriptive and nonevaluative language can bring the students closer and arouse their interest.…”

Section: Feedback Contentmentioning

confidence: 99%

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Feedback in medical education: beyond the traditional evaluation

Eidt

2023

Rev. Assoc. Med. Bras.

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Section: Application Of Feedback In Medical Educationmentioning

confidence: 99%

Section: Feedback Contentmentioning

confidence: 99%

Section: Feedback Contentmentioning

confidence: 99%

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Feedback in medical education: beyond the traditional evaluation

Eidt

2023

Rev. Assoc. Med. Bras.

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Surgical Residents’ Perception of Feedback on Their Education: Protocol for a Scoping Review

Costa,

Silva,

Santos

et al. 2024

JMIR Res Protoc

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Background Feedback is an essential tool for learning and improving performance in any sphere of education, including training of resident physicians. The learner’s perception of the feedback they receive is extremely relevant to their learning progress, which must aim at providing qualified care for patients. Studies pertinent to the matter differ substantially with respect to methodology, population, context, and objective, which makes it even more difficult to achieve a clear understanding of the topic. A scoping review on this theme will unequivocally enhance and organize what is already known. Objective The aim of this study is to identify and map out data from studies that report surgical residents’ perception of the feedback received during their education. Methods The review will consider studies on the feedback perception of resident physicians of any surgical specialty and age group, attending any year of residency, regardless of the type of feedback given and the way the perceptions were measured. Primary studies published in English, Spanish, and Portuguese since 2017 will be considered. The search will be carried out in 6 databases and reference lists will also be searched for additional studies. Duplicates will be removed, and 2 independent reviewers will screen the selected studies’ titles, abstracts, and full texts. Data extraction will be performed through a tool developed by the researchers. Descriptive statistics and qualitative analysis (content analysis) will be used to analyze the data. A summary of the results will be presented in the form of diagrams, narratives, and tables. Results The findings of this scoping review were submitted to an indexed journal in July 2024, currently awaiting reviewer approval. The search was executed on March 15, 2024, and resulted in 588 articles. After the exclusion of the duplicate articles and those that did not meet the eligibility criteria as well as the inclusion of articles through a manual search, 13 articles were included in the review. Conclusions Conducting a scoping review is the best way to map what is known about a subject. By focusing on the feedback perception more than the feedback itself, the results of this study will surely contribute to gaining a deeper understanding of how to proceed to enhance internal feedback and surgical residents’ learning progress. Trial Registration Open Science Framework yexb; https://osf.io/yexkb. International Registered Report Identifier (IRRID) PRR1-10.2196/56727

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Surgical Residents’ Perception of Feedback on Their Education: Protocol for a Scoping Review (Preprint)

Costa,

Silva,

Santos

et al. 2024

Preprint

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BACKGROUND Feedback is an essential tool for learning and improving performance in any sphere of education, including the resident physician’s training. The learner’s perception of the feedback they receive is extremely relevant to their learning progress which must aim at providing qualified care for patients. Studies pertinent to the matter differ very much in methodology, population, context, and objective, which makes it even more difficult to achieve a clear understanding of it. A scoping review on this theme will unequivocally enhance and organize what is already known. OBJECTIVE The objective of this study is to identify and map out data from studies that report the surgical residents’ perception of the feedback received during their education, analyze them, determine knowledge gaps, and disseminate the research findings as well. METHODS The review will consider studies on feedback perception of resident physicians of any surgical specialty and age group, attending any year of residency, regardless of the type of feedback given and the way the perceptions were measured. Primary studies published in English, Spanish, and Portuguese since 2017 will be considered. The search will be carried out in six databases and reference lists will also be searched for additional studies. Duplicates will be removed, and two independent reviewers will screen the selected studies' titles, abstracts, and full texts. Data extraction will be performed through a tool developed by the researchers. This scoping review protocol was registered in the Open Science Framework at https://osf.io/yexkb. RESULTS Descriptive statistics and qualitative analysis (content analysis) will be used to analyze the data. A summary of the results will be presented in the form of diagrams, narratives, and tables. The findings of this scoping review will be submitted to an indexed journal in July 2024. CONCLUSIONS Conducting a scoping review is the best way to map what is known about a subject. Focusing on the feedback perception more than the feedback itself, the results of this study will surely contribute to understanding how to proceed to enhance internal feedback and surgical residents’ learning progress.

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Feedback in medical education – a workshop report with practical examples and recommendations

Cited by 4 publications

References 18 publications

Feedback in medical education: beyond the traditional evaluation

Feedback in medical education: beyond the traditional evaluation

Surgical Residents’ Perception of Feedback on Their Education: Protocol for a Scoping Review

Surgical Residents’ Perception of Feedback on Their Education: Protocol for a Scoping Review (Preprint)

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