Variables that affect the process and outcome of feedback, relevant for medical training: a meta-review

Ridder, J. M. Monica van de; McGaghie, William C.; Stokking, Karel M.; Cate, Olle ten

doi:10.1111/medu.12744

Cited by 132 publications

(100 citation statements)

References 88 publications

(303 reference statements)

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“…Therefore, the aim of this scoping review was to bring together information in an easily accessible way to support the optimal design, implementation and reporting of workplace-based feedback interventions for early career professionals. This complements previous research, such as that of van der Ridder et al, 13 whose work focuses on undergraduate education and assessments (rather than ECPs in busy workplace environments and naturally occurring workplace-based measures) and whose primary audience is researchers (rather than feedback intervention designers). Given the complexity of feedback interventions and their variable reported impact, our methodological approach sought to identify literature that provided in-depth accounts of feedback strategies that aimed to change the behaviour of ECPs, from research involving a wide range of study designs and from different professions.…”

Section: Resultssupporting

confidence: 63%

Optimising feedback for early career professionals: a scoping review and new framework

et al. 2019

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Context Meta‐analyses have shown that feedback can be a powerful intervention to increase learning and performance but there is significant variability in impact. New trials are adding little to the question of whether feedback interventions are effective, so the focus now is how to optimise the effect. Early career professionals (ECPs) in busy work environments are a particularly important target group. This literature review aimed to synthesise information to support the optimal design of feedback interventions for ECPs. Methods We undertook a scoping literature review, using search terms such as ‘feedback’ and ‘effectiveness’ in MEDLINE, MEDLINE‐In‐Process, PsycINFO, CINAHL, Education Research Complete, Education Resources Information Center, the Cochrane Database of Systematic Reviews, the Social Sciences Citation Index and Applied Social Sciences Index and Abstracts, to identify empirical studies describing feedback interventions in busy workplaces published in English since 1990. We applied inclusion criteria to identify studies for the mapping stage and extracted key data to inform the next stage. We then selected a subset of papers for the framework development stage, which were subjected to a thematic synthesis by three authors, leading to a new feedback framework and a modified version of feedback intervention theory specifically for ECPs. Results A total of 80 studies were included in the mapping stage, with roughly equal studies from hospital settings and school classrooms, and 17 papers were included in the framework development stage. The feedback framework comprised three main categories (audit, feedback and goal setting) and 22 subcategories. The review highlighted the limited empirical research focusing solely on feedback for ECPs, which was surprising given the particular nuances in feedback for ECPs identified through this study. Conclusions We offer the feedback framework to optimise the design of future feedback interventions for early career professionals and encourage future feedback research to move away from generic models and tailor work to specific target audiences.

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Section: Resultssupporting

confidence: 63%

Optimising feedback for early career professionals: a scoping review and new framework

et al. 2019

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“…Individuals also need feedback that helps them reflect on how closely their performance matches that of the model. Different feedback types can be used but they vary in the degree to which they influence successful behavior (Hogarth et al, 1991; Shute, 2008; van de Ridder et al, 2015). Process feedback, according to Kulhavy (1977), becomes a “form of new instruction, rather than informing the student solely about correctness” (p. 212).…”

Section: Introductionmentioning

confidence: 99%

Supporting Third Year Medical Students' Skill Acquisition and Self-Efficacy with Coping Models and Process Feedback during Laparoscopic Knot Tying Simulation

Dempsey

Kauffman

2017

Front. Psychol.

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Background: During the third year general surgery clerkship, medical students are required to develop laparoscopic knot-tying skills. Knot-tying skills studies often rely on objective variables (e.g., time, materials used, number of iterations) that lend themselves to correlational analysis of pre- and post-intervention skill level. This study differs by examining how instructional interventions—role modeling and feedback—affect medical students' skill acquisition and self-efficacy during a laparoscopic surgical simulation training session.Methods: Seventy-eight surgical clerkship students were assigned randomly to one cell of a 2X2 factorial design. Participants observed one of two types of role modeling (expert vs. coping) and received either process-oriented or outcome-oriented feedback during a 30-min laparoscopic training session. Participants also completed several surveys that assessed their interest in surgery and their self-efficacy for laparoscopic knot tying.Results: Coping model groups tended to perform better on the knot tying task, though this was less the case in the presence of outcome feedback. Expert model groups slightly outperformed the coping model group on the peg transfer task, but in the presence of outcome feedback they reported the lowest satisfaction with their performance and the lowest self-efficacy for the knot tying task. The coping model combined with process feedback had a positive influence on students' efficiency in learning the task, on their satisfaction with their performance, and on their self-efficacy for laparoscopic knot typing.Conclusions: Results are discussed relative to self-regulated learning theory.

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“…A systematic review reported that few published studies have examined feedback receptivity and feedback provision. 24 These aspects are directly addressed by the tool studied as it specifically lists actions to assess for both the milestones and procedural key steps and, in so doing, labels learner behaviors to be performed and assessed.…”

Section: Discussionmentioning

confidence: 99%

myTIPreport and Training for Independent Practice: A Tool for Real-Time Workplace Feedback for Milestones and Procedural Skills

Connolly

Goepfert

Blanchard

et al. 2018

Journal of Graduate Medical Education

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Variables that affect the process and outcome of feedback, relevant for medical training: a meta-review

Abstract: The larger picture of variables that influence the process and outcome of feedback, relevant for medical education, shows many open spaces. We suggest that targeted studies be carried out to expand our knowledge of these important aspects of feedback in medical education.

Cited by 132 publications

References 88 publications

Optimising feedback for early career professionals: a scoping review and new framework

Optimising feedback for early career professionals: a scoping review and new framework

Supporting Third Year Medical Students' Skill Acquisition and Self-Efficacy with Coping Models and Process Feedback during Laparoscopic Knot Tying Simulation

myTIPreport and Training for Independent Practice: A Tool for Real-Time Workplace Feedback for Milestones and Procedural Skills

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