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Feedback in a clinical setting: A way forward to enhance student's learning through constructive feedback.
Amber Shamim Sultan1, Muhammad Arif Mateen Khan1
1Aga Khan University Hospital, Karachi.
Effective feedback in clinical settings is crucial for improving learner performance. This paper explores feedback types, constructive principles, and barriers, advocating for robust systems and educator training to enhance feedback delivery and reception.
Area of Science:
- Medical Education
- Healthcare Professional Development
Background:
- Feedback is vital for performance improvement in clinical settings.
- Inconsistent feedback quantity, type, and timing from faculty hinder learner development.
- Learners often lack skills in receiving and utilizing feedback effectively.
Purpose of the Study:
- To define feedback and its constructive components.
- To identify barriers to timely feedback and explore feedback models.
- To advocate for improved feedback systems and educator training in clinical practice.
Main Methods:
- Literature review using keywords: feedback, constructive feedback, barriers to feedback, principles of constructive feedback, models of feedback, reflection, self-assessment, and clinical practice.
- Searched databases: Cardiff University library catalogue, PubMed, Google Scholar, Web of Knowledge, and Science Direct.
Main Results:
- Identified inconsistencies in feedback delivery from clinical faculty.
- Highlighted the need for learners to develop skills in receiving and using feedback.
- Emphasized the importance of faculty development in delivering constructive feedback.
Conclusions:
- There is a need for a robust system for providing feedback to learners in clinical settings.
- Clinical educators require training to deliver constructive feedback effectively.
- Enhancing feedback mechanisms will improve learner performance and satisfaction.
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