Feedback in the clinical setting
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Feedback in the clinical setting Annette Burgess1,2*, Christie van Diggele2,3, Chris Roberts1,2 and Craig Mellis4
Abstract Provision of feedback forms an integral part of the learning process. Receipt of feedback enriches the learning experience, and helps to narrow the gap between actual and desired performance. Effective feedback helps to reinforce good practice, motivating the learner towards the desired outcome. However, a common complaint from learners is that the receipt of feedback is infrequent and inadequate. This paper briefly explores the role of feedback within the learning process, the barriers to the feedback process, and practical guidelines for facilitating feedback. Keywords: Feedback, Peer teaching, Clinical teaching, Student peer-to-peer feedback
Background Within health professional education, feedback has been described as “Specific information about the comparison between a trainee’s observed performance and a standard, given with the intent to improve the trainee’s performance” [1]. Feedback is one of the most important forms of interactions between the ‘teacher’ and the ‘learner’. However, it has been widely reported that medical and other health professional students are rarely directly observed and given feedback during their clinical placements [2]. Accordingly, there has been increased interest in the facilitation of feedback [2]. Provision of feedback forms an integral part of the learning process (Fig. 1) [2], helping to narrow the gap between actual and desired performance. The feedback process engages the learner with information about the quality of their performance, and leads to improvements in learning strategies. Feedback supports learners’ effective decision making, and helps to improve learning outcomes. It serves as a powerful tool to provide the learner with judgements on their performance, assisting in their
educational progress. However, health professional educators, students and peers can find it difficult to learn from one and other through feedback practices [3]. Feedback practices are often unsustainable, and demotivating for students [3, 4]. The ability to assess and provide feedback is a learnt skill, requiring an appropriate level of training. This paper briefly explores the role of feedback within the learning process, barriers to the feedback process, and practical guidelines for facilitating feedback. Purpose of feedback
Feedback acts as a continuing part of the instructional process that supports and enhances learning [5]. It is part of an ongoing unit of instruction and assessment, rather than a separate educational entity [6]. A core component of formative assessment [7], feedback promotes learning in three ways [5]: Informs the student of their progress Informs the student regarding observed learning
needs for improvement * Correspondence: [email protected] 1 The University of Sydney, Faculty of Medicine and Health, Sydney Medical School - Education Office, The University of Sydney, Edward Ford Building A27, Sydney,
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