Reflection on improving feedback skills and a framework for moving towards feed forward

Abstract

not available Bangladesh Journal of Medical Science Vol. 21(1) 2022 Page : 206-212

Prevalence and Predictors of YouTube Use among Undergraduate Medical Students: A Cross Sectional Study from a Medical School of Riyadh, Saudi Arabia

“…Male students of age group 20 -22 years were more involved in using YouTube videos as compared to female students or of other age groups and this association was statistically significant. its order, speed, and duration [10][11] . Medical students and health professionals frequently utilise YouTube to learn new information, share it with others, and edit or comment on it [12][13][14][15] .…”

Balancing responsibility-sharing in the simulated clinical skills setting: A strategy to remove barriers to feedback engagement as a new concept to promote a growth-enhancing process

“…[2] The importance of stressing the learner's active engagement in the feedback process cannot be overstated. [3] This asks for an approach that includes a two-way dialogue to replace the linear transmission view of feedback, in which learners make sense of feedback information from various sources and use it to enhance the quality of their work or learning strategies. [2,4,5] This approach implies that, while feedback effectiveness is still dependent on the quality and timeliness of the information provided, it is also critically dependent on how the learner proactively receives, engages with and acts on this information, referred to as proactive recipience of feedback.…”

“…[2,4,5] This approach implies that, while feedback effectiveness is still dependent on the quality and timeliness of the information provided, it is also critically dependent on how the learner proactively receives, engages with and acts on this information, referred to as proactive recipience of feedback. [3,6] The role of medical learners in feedback engagement in the research literature is under-represented; hence, there is a 'blind spot' in our understanding of this issue in medical education. [7,8] Handley et al [9] cautioned against misinterpreting students' readiness to receive feedback, such as skimming feedback without taking additional effort to apply advice as evidence of strong engagement, as this is nothing more than lip service.…”

“…Supporting learners' development of skills, such as self-appraisal, assessment of literacy, goal setting, self-regulation and motivation, helps them to develop as proactive feedback recipients. [3] Higher-education literature paints a bleak picture of how students demonstrate proactive recipience, ranging from absent or poor engagement with feedback to failing to collect written feedback, or just skimming the written comments, with the initial reading representing the end of the engagement. [10,11] Orsmond et al [12] conducted a qualitative study, revealing many student participants' significant insights into the benefits of engaging with feedback, stating, 'When reading feedback, it makes you realise what you could have done; rereading an essay with the feedback in mind helps you to see work in a different light' .…”

The degree of readiness of students and their parents for the early implementation of basic life support training

“…Sudden cardiac arrest is one of the most common causes of death in the world 1-2, 4-6, 12, 13 . In economically developed countries with a high level of organization of emergency medical services, the number of resuscitation activities conducted by the public is much higher compared to countries such as Ukraine [4][5][6][7][8][9][10][11][12]14 . Today, cardiopulmonary resuscitation (CPR) of the prehospital stage, although crucial in the emergency care system, remains a weak link in the survival chain [5][6][7][8] .…”