ReviewEducationTo the point: medical education reviews—providing feedback
Section snippets
General Principles for Giving Feedback
Executing a successful formative feedback session involves attention to a few key details regarding its structure, its content, and its format. Structurally, the feedback appointment should be scheduled at the mutual convenience of both the teacher and the learner, allowing both adequate time to prepare. The meeting location should favor the student’s confidentiality. Both participants should agree on the purpose of the meeting. The content of a feedback session should be limited. The feedback
Setting the Stage for Providing Feedback—Structural Considerations
Formative feedback is provided within the broader context of the clerkship. Clerkship directors and individual faculty are therefore responsible for setting and maintaining a climate that fosters constructive professional development. Within this framework, learners should expect formative feedback sessions to occur. They should understand that such sessions are intended to promote their progress and not for establishing their grades. All parties should also understand that requests for
Setting the Stage for Providing Feedback—Content Considerations
Of course, these structural considerations simply frame the actual feedback encounter. In addition to optimizing this environment, the faculty member and the student should also take the time to independently prepare their respective content. The learner should be asked to prepare for a feedback session by assessing his/her own learning goals for the rotation both within the context of and beyond the rotation’s explicit learning objectives. The learner should reflect on how he/she is
The Feedback Encounter—The Basic Format
The overarching purpose of a formative feedback session is to help the learner improve his/her clinical performance on the rotation and to assist in his/her professional growth. At the beginning of the meeting, this purpose should be explicitly reviewed and the general structure of the ensuing feedback session outlined. This structure includes the following 4 components: (1) the student’s self-assessment, (2) the teacher’s assessment, (3) the action plan, and (4) the summary. Each of these is
Feedback “On the Fly”
Although timing and preparation are important for quality feedback, immediacy can also be highly useful. Ideally, feedback specific to a particular event or encounter should be given as close to the encounter as possible. Learners need to know that such sessions are meant to be supportive, with the goal of improving performance. Formative feedback should therefore be a regular and identifiable part of the clinical experience.
The learner should actively solicit feedback. Asking a faculty member
Conclusion
Feedback is an essential component of medical education. Unfortunately, few faculty members have received formal training in how to either give or receive feedback. Effective feedback reinforces good practice and has a motivating effect on the learner. Corrective feedback encourages learners to modify their behavior to achieve a more desirable result.10 Quality feedback depends on clear expectations for the learner, effective communication, and documentation of the encounter. By understanding
Acknowledgment
Members of the Association of Professors of Gynecology and Obstetric Undergraduate Medical Education Committee (2004-06):
Jessica Bienstock, MD, MPH, Johns Hopkins University, Baltimore, MD; Susan M. Cox, MD, University of Texas Southwestern Medical Center-Dallas, Dallas, TX; Sonya Erickson, MD, University of Colorado Health Sciences Center, Denver, CO; Eve Espey, MD, MPH, University of New Mexico, Albuquerque, NM; Alice Goepfert, MD, University of Alabama at Birmingham, Birmingham, AL; Maya
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2022, Academic RadiologyCitation Excerpt :Effective feedback is often shared verbally and may occur at any point of time during a radiology rotation. These feedback interactions, provided regularly and specifically, are low-stakes events which focus on individual skills and targeted improvement (19,20). Such feedback opportunities are common in radiology training, and occur routinely during case review at the workstation and when observing resident procedural skills.
It's a Two-Way Street: Giving and Receiving Feedback to the Unaware
2022, Current Problems in Diagnostic Radiology
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