Feedback, the various tasks of the doctor, and the feedforward alternative

Abstract

Feedback is a double-edged sword; its effective application includes careful consideration of regulatory focus and of threats to the self. Feedforward may be a good substitute for feedback in many settings.

Structure of Corrective Feedback for Selection of Ineffective Vegetable Parenting Practices for Use in a Simulation Videogame

“…1 Feedback to change behavior has been most studied in the context of learning clinical skills. [2][3][4][5] A meta-analysis indicated feedback could change behavior when it suggested specific changes and the suggestions were made in writing and were made frequently. 5 Some forms of feedback could backfire or insult the person trying to be reached.…”

“…5 Some forms of feedback could backfire or insult the person trying to be reached. 3 Feedback that affirms an accomplishment or a performance (e.g., report of success or an appropriate selection) tends not to threaten self-concept, but feedback that reports less than acceptable performance (i.e., report of failure or inappropriate selection) may. 3 Within videogames, feedback is often provided using points to reflect the successful achievement of tasks.…”

“…3 Feedback that affirms an accomplishment or a performance (e.g., report of success or an appropriate selection) tends not to threaten self-concept, but feedback that reports less than acceptable performance (i.e., report of failure or inappropriate selection) may. 3 Within videogames, feedback is often provided using points to reflect the successful achievement of tasks. 6 An alpha test of our serious videogame to teach parents better parenting practices to have their child eat vegetables, however, revealed that most parents did not see either of two visual indicators displaying points achieved (which provided both affirmative and nonaffirmative feedback), did not understand them, and had no intention of electively viewing the indicators in future game play.…”

Review article: Teaching, learning, and the pursuit of excellence in anesthesia education

“…However, this approach is contingent on the ability to self-assess, which can be highly variable and limited. 62 The complexities in giving feedback have been highlighted by Kluger et al 63 Contrary to the conventional wisdom, they found that negative feedback and positive feedback may not differ in their effects on motivation and performance. Specifically, both positive and negative feedback may have either positive or negative effects on motivation and performance depending on the context and the ''self-regulation system'' of the recipients.…”

What is the Impact of Feedback as a Central Part of Formative Assessment on Physiotherapy Students Who Have Multiple Educators?

“…She felt part of the team and was taking responsibility for her own learning, actions that illustrate good practice that supports learning (Wenger 1998, Boud 2000. By promoting self-evaluation and encouraging her to play an active part in the feedback process her educators promoted development of a 'sense of agency' as opposed to Anna feeling herself as a 'passive receiver' (Kluger and Van Dijk 2010, Molloy 2010. There is potential for developing this model of good practice by adopting a form of feedback log to encourage consistency between educators and to support student self-direction.…”