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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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Published on: September 27, 2020

Reflection: a link between receiving and using assessment feedback.

Joan M Sargeant1, Karen V Mann, Cees P van der Vleuten

  • 1Continuing Medical Education, Faculty of Medicine, Dalhousie University, Halifax, NS, Canada. joan.sargeant@dal.ca

Advances in Health Sciences Education : Theory and Practice
|June 6, 2008
PubMed
Summary
This summary is machine-generated.

Physicians’ reflection on assessment feedback, particularly negative feedback, is key to accepting and using it for practice improvement. Facilitated reflection enhances this process, highlighting its educational importance.

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Movement Retraining using Real-time Feedback of Performance
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Last Updated: Jul 4, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Movement Retraining using Real-time Feedback of Performance
08:16

Movement Retraining using Real-time Feedback of Performance

Published on: January 17, 2013

Area of Science:

  • Medical Education
  • Physician Professional Development

Background:

  • Feedback is crucial for learning and improving medical practice.
  • Providing and receiving feedback presents significant challenges for healthcare professionals.

Purpose of the Study:

  • To explore the reflective processes physicians use when considering assessment feedback.
  • To understand the perceived utility of physicians' reflective processes on feedback.

Main Methods:

  • Qualitative study employing grounded theory principles.
  • Interviews conducted with 28 family physicians in a multi-source feedback program.
  • Participants represented a range of feedback score outcomes (high to low).

Main Results:

  • Negative feedback strongly elicited reflective responses from physicians.
  • Reflection was identified as the mechanism for feedback assimilation and acceptance.
  • Facilitated reflection was perceived to positively influence feedback acceptance and utilization.

Conclusions:

  • Feedback incongruent with self-perception stimulates physician reflection.
  • The reflective process is instrumental in the acceptance and use of assessment feedback.
  • Reflection should be a key educational focus in formative assessment and feedback.