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Related Experiment Video

Updated: Dec 9, 2025

Movement Retraining using Real-time Feedback of Performance
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Feedback That Helps Trainees Learn to Practice Without Supervision.

Margaret Bearman1, James Brown2, Catherine Kirby3

  • 1M. Bearman is research professor, Centre for Research in Assessment and Digital Learning, Deakin University, Melbourne, Australia; ORCID: https://orcid.org/0000-0002-6862-9871 .

Academic Medicine : Journal of the Association of American Medical Colleges
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PubMed
Summary

This study suggests shifting feedback focus from immediate corrections to long-term development for medical trainees. This approach enhances their ability to manage complex situations and practice independently, even after formal training concludes.

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Area of Science:

  • Medical Education
  • Sociocultural Theory
  • Professional Development

Background:

  • Current feedback practices in medical education often prioritize immediate corrective actions.
  • This focus may inadequately prepare trainees for complex, ambiguous clinical situations with limited supervision.
  • There's a need to explore feedback strategies that foster sustained, long-term professional development.

Purpose of the Study:

  • To explore how feedback pedagogies can foster medical trainees' long-term development and independence.
  • To examine feedback as an interpersonal process within the practice curriculum.
  • To investigate the role of feedback in developing trainees' evaluative judgment for independent practice.

Main Methods:

  • Explores feedback pedagogies from a sociocultural perspective.
  • Analyzes feedback as an interpersonal process within the clinical practice curriculum.
  • Proposes developing trainees' evaluative judgment as a key strategy.

Main Results:

  • Feedback can help trainees interpret formal requirements and informal workplace cues.
  • Developing evaluative judgment enables trainees to appraise practice quality in themselves and others.
  • This approach supports trainees in managing complex situations and reducing reliance on supervision.

Conclusions:

  • Feedback should be reconceptualized to support sustained learning and independent practice for medical trainees.
  • Feedback processes, particularly those fostering evaluative judgment, are crucial for navigating complex clinical environments.
  • This pedagogical approach can empower trainees to practice effectively and autonomously beyond formal training.