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Related Experiment Videos

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
PubMed
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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.

Related Experiment Videos

  • 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.