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Feedback in medical education - a workshop report with practical examples and recommendations
Christian Thrien1, Götz Fabry2, Anja Härtl3,4
1University of Cologne, Cologne Interprofessional Skills Lab and Simulation Center, Cologne, Germany.
GMS Journal for Medical Education
|September 28, 2020
Summary
Effective feedback in medical education requires clear guidelines and theoretical grounding. This study explores conceptual factors and practical examples to improve feedback delivery and recipient reflection for better learning outcomes.
Area of Science:
- Medical Education
- Healthcare Professional Development
Background:
- Feedback is crucial in medical education but lacks standardized guidelines.
- A uniform theoretical basis for feedback design is needed.
Purpose of the Study:
- To discuss conceptual considerations and empirical findings on feedback in medical education.
- To provide practical examples for implementing effective feedback.
Main Methods:
- Review of conceptual considerations and empirical results from a Society for Medical Education workshop.
- Analysis of eight practical examples from medical and dental education settings.
- Focus on formative oral feedback and influencing variables.
Main Results:
- Key variables influencing feedback effectiveness include source, frequency, starting points, reflection, motivation, and meta-cognitive skills.
- Practical examples highlight a greater focus on feedback givers than recipients.
- Guidance for feedback recipients on reflection remains uncommon.
Conclusions:
- Existing practical feedback implementations often incorporate literature-based aspects.
- Seven recommendations are proposed for optimizing feedback in medical education practice.
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