Helping International Medical Graduates Engage in Effective Feedback

Broquet, Karen; Punwani, Manisha

doi:10.1176/appi.ap.11020031

Cited by 16 publications

(8 citation statements)

References 15 publications

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“…(a) Employees' knowledge and skills are certified through competency-testing rather than credits (courses) taken. This behavioral evaluation approach would probably be used in a formative process that takes place during the feedback sessions of any training assessment period after a different encounter between the trainer and the trainee (Broquet & Punwani, 2012). According to Broquet and Punwani (2012) study, these authors stated, "feedback is reciprocal" in a welloiled performance feedback system.…”

Section: Hr Competency-based Training Approachesmentioning

confidence: 99%

“…This behavioral evaluation approach would probably be used in a formative process that takes place during the feedback sessions of any training assessment period after a different encounter between the trainer and the trainee (Broquet & Punwani, 2012). According to Broquet and Punwani (2012) study, these authors stated, "feedback is reciprocal" in a welloiled performance feedback system. In fact, the aim for performance feedback system is to give managers detailed data and information on the performance processes.…”

Section: Hr Competency-based Training Approachesmentioning

confidence: 99%

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How Strategic International Human Resource (IHR) Strategies can manage Organizational Performance Challenges

Gerald¹

2018

ABR

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The global marketplace has become an economic reality in which the United States could be considered a dominant player, but some economists have stated that its position in this global economic environment has been declining in previous decades due to the European Union, Asian, and Emerging Markets. With that in mind, according to Wiley (1996) study, since the late 90s, most employers have been battling the benefits, conflicts, and challenges that come with a culturally diverse workplace. The advantage of a different environment is that it will bring about a broad range of knowledge, awareness, and viewpoints from people that were brought up in different cultural environments. As a result, a robust international position will require that human resource managers (HRM) are prepared to function effectively and efficiently in a goal-oriented environment. These managers must also appreciate cultural diversity and understand the complexities of the global climate and be willing to adapt their skills and strategies to cope with the international business challenges. This research paper will reveal how the GLOBE (Global Leadership and Organizational Behavior Effectiveness) techniques can be used to develop Human Resource Management Strategies to empower managers to do whatever is necessary to achieve organizational goals with the appropriate resources.

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Section: Hr Competency-based Training Approachesmentioning

confidence: 99%

Section: Hr Competency-based Training Approachesmentioning

confidence: 99%

How Strategic International Human Resource (IHR) Strategies can manage Organizational Performance Challenges

Gerald¹

2018

ABR

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“…33 Another study finding suggested that these challenges can be mitigated by acknowledging the anxieties that learners (international medical graduates) may have, and by ensuring that all (learners and supervisors) are trained in feedback skills, and thus have a clear set of expectations. 36 Multisource feedback (MSF) has been recommended by the Accreditation Council for Graduate Medical Education (ACGME) as a key method for assessing several of the competencies, including professionalism, and interpersonal and communication skills. MSF is an assessment approach that uses input from peers and colleagues to gather information about an individual's behavior in the workplace.…”

Section: Newer Measures For Strengthening the Feedback Processmentioning

confidence: 99%

Positive feedback: a tool for quality education in field of medicine

et al. 2015

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Background: Feedback in medical education is an integral and important constituent of teaching as it encourages and enhances the learners' knowledge, skills and professional performance. Feedback has to be delivered in an appropriate setting; it should focus on the performance and not on the individual; should be clear and specific; delivered in nonjudgmental language; should emphasize positive aspects; be descriptive rather than evaluative; and should suggest measures for improvement. Methods: 20 Post Graduate Student from surgery department was selected for the study. Results: Constructive feedback is defined as the act of giving information to a trainee through the description of his/her performance in the observed situation. It emphasizes the strengths of the session and areas which require improvement. The processes of giving and receiving feedback are skills that can be acquired only with practice with improvement in Pg student's skill and knowledge. Conclusion: To integrate the concept of feedback in medical education, training of the trainers pertaining to techniques of adult learning and how to give feedback to trainees are foremost requirements. Interactive feedback is indispensable in bringing about professional development and overall improvement in doctors.

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“…Let's return to the problem of critical feedback in medical education. In a recent article describing the challenges of using feedback effectively, Broquet and Punwani observed that ‘human nature being what it is, teachers are often uncomfortable giving what feels like critical feedback, and learners are often reluctant to seek it’ . Is the problem really human nature?…”

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confidence: 99%

“…Signature ways of teaching and learning endure, and often resist change, precisely because they are so deeply rooted in culture. 3 Is the problem really human nature? Ballet teachers don't seem to be the least bit uncomfortable about giving critical feedback, and ballet students seem to recognise the necessity of that critique to their progress, even if it stings.…”

mentioning

confidence: 99%

When I say … learning culture

Watling¹

2015

Med Educ

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For a recent qualitative study exploring how feedback works in medical education, I interviewed a resident who had also been trained as a ballet dancer. 'Critique,' she said, 'is highly prized in the ballet world.' She went on to explain that a teacher's critique, while sometimes emotionally challenging for the dancer, signifies that one is worthy of that teacher's attention, and thus that one has potential. I tried to imagine a similar comment being made about the world of medical education, in which critical feedback to learners is uncommon, and distinctly uncomfortable for all concerned when it does occur. Even the dancer I interviewed acknowledged that receiving critique was a more difficult proposition for her in her medical training. Why does the same educational tool -in this case, constructive feedback -appear to work so differently in different settings, even if the same learner is involved? To answer this question, we must examine learning culture and its power to shape how learning occurs.When I say learning culture, I mean the culture in which learning takes place, as distinct from the notion of a culture of learning that organisations are increasingly called upon to develop (as if creating a culture were as easy as writing a policy). Learning culture refers to the shared attitudes, beliefs, practices and values that underpin how an institution or a profession designs the education of its learners.It is useful to make the distinction here with the related notion of the hidden curriculum. The concept of the hidden curriculum refers to the influence of tacit institutional understandings and entrenched customs on learning, in the process directing educators' attention to the notion of medical education as a cultural process. 1 Yet the hidden curriculum is most often viewed as a negative, subversive force, standing in stark opposition to the expressed goals of the formal curriculum. Learning culture, by contrast, is neither inherently positive nor negative; it may support or constrain various aspects of learning, depending on the circumstances. Its educational manifestations are often not hidden, but, rather, are embodied in explicit decisions that are made about what should be learned, where it should be learned, and how learning should be facilitated. Learning culture influences which educational approaches will work well, or poorly, in a particular setting; it may enable an educational strategy's success or doom it to failure.The concept of learning culture is complementary to Shulman's notion of 'signature pedagogies', the characteristic and sometimes singular approaches to teaching and learning that typify professions. 2 Although the concept of the signature pedagogy focuses our attention on the 'what' and 'how' of teaching and learning within a profession, that of the learning culture also draws our attention to the 'why': why certain teaching strategies are privileged over others, why certain learning experiences are more inherently credible to some learners than to others, and why certain approach...

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Helping International Medical Graduates Engage in Effective Feedback

Cited by 16 publications

References 15 publications

How Strategic International Human Resource (IHR) Strategies can manage Organizational Performance Challenges

How Strategic International Human Resource (IHR) Strategies can manage Organizational Performance Challenges

Positive feedback: a tool for quality education in field of medicine

When I say … learning culture

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