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Qualitative and quantitative feedback in the context of competency-based education
Ara Tekian1, Christopher J Watling2, Trudie E Roberts3
1a Department of Medical Education , College of Medicine, University of Illinois , Chicago , IL , USA.
Medical Teacher
|September 21, 2017
Summary
Feedback in medical education is crucial. This study clarifies how to optimize feedback within competency-based curricula using both qualitative and quantitative methods for improved student learning.
Area of Science:
- Medical Education
- Competency-Based Education
- Feedback Mechanisms
Background:
- Feedback is vital in medical education, but its role in competency-based curricula requires clarification.
- The shift towards competency-based medical education necessitates a re-evaluation of feedback strategies.
Purpose of the Study:
- To define the role and optimize the application of feedback within competency-based medical curricula.
- To explore effective methods for delivering feedback to medical trainees.
Main Methods:
- Literature review and synthesis of existing research on feedback in medical education.
- Analysis of assessment design, qualitative feedback delivery, and quantitative data utilization.
Main Results:
- Assessment design must be optimized to ensure accurate and effective feedback.
- Qualitative feedback through conversation enhances credibility and addresses emotional barriers.
- Quantitative, individualized data can guide student improvement and peer comparison, acknowledging big data limitations.
Conclusions:
- Integrating qualitative and quantitative feedback strategies is essential for competency-based medical education.
- Faculty development is critical for fostering a supportive feedback culture and implementing necessary system changes.
- A refined understanding of feedback in this context can lead to more efficient and effective learning for medical students.
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