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Developing essential professional skills: a framework for teaching and learning about feedback
Penny Henderson1, Anne C Ferguson-Smith, Martin H Johnson
1Department of Anatomy, University of Cambridge, Downing Street, Cambridge, CB2 3DY, UK. ph286@cam.ac.uk
BMC Medical Education
|April 5, 2005
Summary
Effective feedback skills are crucial for doctors. Longitudinal, iterative training addressing both skill and attitude is superior to single sessions for improving medical feedback.
Area of Science:
- Medical Education
- Professional Development
Background:
- Effective feedback is essential for doctors' learning, reflective practice, and lifelong learning.
- Current methods for teaching feedback skills may be insufficient.
Purpose of the Study:
- To evaluate the effectiveness of a single "teaching the skill of feedback" session.
- To propose an improved approach for teaching and learning feedback skills in medicine.
Main Methods:
- The study critiques the efficacy of isolated feedback training sessions.
- It advocates for a longitudinal and iterative approach to feedback education.
Main Results:
- A single feedback training session offers superficial and ineffective learning.
- Medical culture often hinders effective feedback practices.
Conclusions:
- Both feedback skills and the underlying attitudes require attention.
- Longitudinal, iterative training using diverse feedback methods (written, oral, peer, cross-hierarchy) is recommended.
- The need for a consensus framework for teaching feedback skills is highlighted.