Giving feedback in medical education |
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Authors: | Dr Mariana G Hewson PhD Margaret L Little MD |
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Institution: | Cleveland Clinic, Cleveland, Ohio,;University of Wisconsin Medical School, Madison |
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Abstract: | OBJECTIVE: We investigated naturally occurring feedback incidents to substantiate literature-based recommended techniques for giving
feedback effectively.
SETTING: A faculty development course for improving the teaching of the medical interview, with opportunities for participants to
receive feedback.
PARTICIPANTS: Seventy-four course participants (clinician-educators from a wide range of medical disciplines, and several behavioral scientists).
MEASUREMENTS AND MAIN RESULTS: We used qualitative and quantitative approaches. Participants provided narratives of helpful and unhelpful incidents experienced
during the course and then rated their own narratives using a semantic-differential survey. We found strong agreement between
the two approaches, and congruence between our data and the recommended literature. Giving feedback effectively includes:
establishing an appropriate interpersonal climate; using an appropriate location; establishing mutually agreed upon goals;
eliciting the learner’s thoughts and feelings; reflecting on observed behaviors; being nonjudgmental; relating feedback to
specific behaviors; offering the right amount of feeback; and offering suggestions for improvement.
CONCLUSIONS: Feedback techniques experienced by respondents substantiate the literature-based recommendations, and corrective feedback
is regarded as helpful when delivered appropriately. A model for providing feedback is offered. |
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Keywords: | giving feedback faculty development narrative inquiry semantic differential |
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