Feedback in medical education – a workshop report with practical examples and recommendations

Thrien, Ch; Götz, F; Härtl, A; Kiessling, C; Graupe, T; Preusche, I; Pruskil, S; Schnabel, Kai; Sennekamp, M; Rüttermann, S; Wünsch, A (2020). Feedback in medical education – a workshop report with practical examples and recommendations. GMS Journal for Medical Education, 37(5) German Medical Science 10.3205/zma001339

[img]
Preview
Text
zma001339.pdf - Published Version
Available under License Creative Commons: Attribution (CC-BY).

Download (319kB) | Preview

Abstract

Background: As a teaching method, feedback is an integral part of medical education. However, there is a lack of a uniform theoretical basis or generally recognized guidelines for its specific design. Against this background, the aim of this article is to discuss conceptual considerations and empirical findings regarding feedback using various practical examples.

Procedure and conceptual considerations: Building on the results of a workshop of the Committee for Communicative and Social Competences of the Society for Medical Education (GMA), this article first explains central conceptual considerations and empirical results on the topic of feedback. A particular focus is on various variables that influence the effect of feedback. This includes the feedback source, the frequency of feedback, starting points of feedback, the connection between feedback and reflection as well as the motivation and meta-cognitive skills of the feedback recipient.

Practical examples: The implementation of feedback in practice is illustrated using eight examples from the field of medical and dental education. They stem from various settings and the focus is on formative oral feedback. It will become evident that the focus is more on the givers of feedback than the recipients of feedback. Instructions for recipients of feedback on how to reflect on it is still the exception.

Discussion: Many of the relevant aspects for the effect of feedback described in the literature are already taken into account in the practical examples discussed. In conclusion, seven recommendations are made for implementing feedback in practice.

Keywords: feedback, pschological, formative feedback, models, educational

Item Type:

Journal Article (Further Contribution)

Division/Institute:

04 Faculty of Medicine > Medical Education > Institute for Medical Education
04 Faculty of Medicine > Medical Education > Institute for Medical Education > Education and Media Unit (AUM)

UniBE Contributor:

Schnabel, Kai

Subjects:

600 Technology > 610 Medicine & health

ISSN:

2366-5017

Publisher:

German Medical Science

Language:

English

Submitter:

Eveline Götschmann-Meile

Date Deposited:

25 Sep 2020 08:55

Last Modified:

25 Sep 2020 08:55

Publisher DOI:

10.3205/zma001339

BORIS DOI:

10.7892/boris.146704

URI:

https://boris.unibe.ch/id/eprint/146704

Actions (login required)

Edit item Edit item
Provide Feedback