Maximizing the potential of feedback requires being receptive to suggestions for change, adapting feedback according to different learning styles, and making the most of new developments. This article provides a foundation in the theory of modern medical education for those receiving or giving feedback at any level.
BackgroundFormative feedback that encourages self-directed learning in large class medical teaching is difficult to deliver. This study describes a new method, blueprinted feedback, and explores learner’s responses to assess its appropriate use within medical science teaching.MethodsMapping summative assessment items to their relevant learning objectives creates a blueprint which can be used on completion of the assessment to automatically create a list of objectives ranked by the attainment of the individual student. Two surveys targeted medical students in years 1, 2 and 3. The behaviour-based survey was released online several times, with 215 and 22 responses from year 2, and 187, 180 and 21 responses from year 3. The attitude-based survey was interviewer-administered and released once, with 22 responses from year 2 and 3, and 20 responses from year 1.Results88-96% of learners viewed the blueprinted feedback report, whilst 39% used the learning objectives to guide further learning. Females were significantly more likely to revisit learning objectives than males (p = 0.012). The most common reason for not continuing learning was a ‘hurdle mentality’ of focusing learning elsewhere once a module had been assessed.ConclusionsBlueprinted feedback contains the key characteristics required for effective feedback so that with further education and support concerning its use, it could become a highly useful tool for the individual and teacher.
placement of the needle closer to the pectineus or use of injectate volumes greater than 20 mL (the volume described in the original technique) could result in anesthetic spread through the intermuscular plane between the pectineus and psoas, to capture the FN, resulting in the undesired motor and sensory block. Furthermore, as shown in our dye injection study, high-volume injectate may spread to the main trunk of the obturator nerve as the nerve courses along the lateral wall within the true pelvis. 5 The key to this unexpected spread was the use of a high volume of injectate.Because the PENG block is a recently described block, more anatomic and clinical studies need to be conducted to expand the understanding of the mechanism of action, ideal volume of local anesthetic, and indications.
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