Related Experiment Video
Updated: Jun 26, 2026

Movement Retraining using Real-time Feedback of Performance
Published on: January 17, 2013
Using a novel small-group approach to enhance feedback skills for community-based teachers
Allyn E Walsh1, Heather Armson, Jacqueline G Wakefield
1Department of Family Medicine, McMaster University, Hamilton, Ontario, Canada. walsha@mcmaster.ca
Background:
As medical education expands into distant settings, challenges in providing faculty development to busy clinical teachers increase-especially for those who have difficulty accessing sessions offered at academic centers.
Description:
Sixty-five clinical teachers participated in six small-group workshops, using a printed module on the topic of delivering feedback. The modules included teaching-learning "cases," tools, and a summary of medical literature. The group facilitator did not require expertise in delivering feedback. Surveys inquired about impact immediately after the session and at 3 months.
Evaluation:
Analysis confirmed that participants found the workshop format valuable, and the majority committed to making changes in their approaches to providing feedback. At follow-up, most participants reported that planned changes had been implemented.
Conclusions:
A low-tech approach to faculty development, using facilitated small-group discussion of a specially prepared educational module, is feasible for any site and can enhance teaching approaches in both urban and rural practice settings.
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