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Movement Retraining using Real-time Feedback of Performance
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The need for faculty training programs in effective feedback provision.

Abdullah Al Wahbi1

  • 1King Saud University for Health Sciences, Riyadh, Saudi Arabia ; King Abdulaziz Medical City, Division of Vascular Surgery, Department of Surgery, Riyadh, Saudi Arabia.

Advances in Medical Education and Practice
|August 30, 2014
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Summary
This summary is machine-generated.

Clinical mentors require enhanced feedback training to improve student learning. This study found that mentors often lack the necessary skills and adherence for effective feedback, hindering knowledge transfer and critical thinking development in health professions education.

Keywords:
clinical mentorsfeedback mechanismfeedback proficiency

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Area of Science:

  • Medical Education
  • Health Professions Education
  • Professional Development

Background:

  • Effective feedback is crucial for bridging theory and practice in health professions.
  • Reflective practice and critical evaluation are key components of professional teaching.
  • Mentors' feedback skills significantly impact student learning and clinical practice.

Purpose of the Study:

  • To evaluate the need for a feedback training program for clinical mentors.
  • To assess the current feedback provision skills of clinical mentors.
  • To explore mentors' self-perceptions of their feedback efficacy.

Main Methods:

  • A mixed-methods approach was employed, combining quantitative and qualitative analyses.
  • Quantitative analysis measured the effectiveness of clinical teachers' feedback.
  • Qualitative methods explored mentors' self-perceptions and efficacy in providing feedback.

Main Results:

  • The study identified nonadherence and limited expertise among mentors in providing feedback.
  • Quantitative data indicated potential inadequacy in mentors' feedback skills and understanding.
  • Qualitative findings revealed insights into mentors' self-perceptions regarding feedback provision.

Conclusions:

  • Clinical mentors often demonstrate limited expertise and adherence in delivering feedback.
  • There is a clear need for structured feedback training programs for clinical mentors.
  • Improving mentor feedback skills is essential for enhancing student learning and critical thinking in clinical settings.