Beyond individualism: professional culture and its influence on feedback

Watling, Christopher; Driessen, Erik; Vleuten, Cees van der; Vanstone, Meredith; Lingard, Lorelei

doi:10.1111/medu.12150

Cited by 132 publications

(147 citation statements)

References 34 publications

(73 reference statements)

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“…First, learning cultures direct how the very notion of credibility is defined for learners. Credibility, which so impacts whether learners attend to, reflect upon and integrate feedback, takes different forms in different learning cultures (Watling et al 2013c). In medicine's learning culture, for example, a teacher's credibility as a source of feedback Feedback at the crossroads appears to be grounded primarily in their work performance; learners look to the strongest clinicians as the most credible sources of feedback (Watling et al 2013b).…”

Section: Reality Check: Culture Mattersmentioning

confidence: 98%

Unfulfilled promise, untapped potential: Feedback at the crossroads

Watling

2014

Medical Teacher

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Feedback should be a key support for optimizing on-the-job learning in clinical medicine. Often, however, feedback fails to live up to its potential to productively direct and shape learning. In this article, two key influences on how and why feedback becomes meaningful are examined: the individual learner's perception of and response to feedback and the learning culture within which feedback is exchanged. Feedback must compete for learners' attention with a range of other learning cues that are available in clinical settings and must survive a learner's judgment of its credibility in order to become influential. These judgments, in turn, occur within a specific context--a distinct learning culture--that both shapes learners' definitions of credibility and facilitates or constrains the exchange of good feedback. By highlighting these important blind spots in the process by which feedback becomes meaningful, concrete and necessary steps toward a robust feedback culture within medical education are revealed.

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Section: Reality Check: Culture Mattersmentioning

confidence: 98%

Unfulfilled promise, untapped potential: Feedback at the crossroads

Watling

2014

Medical Teacher

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“…These include, among others, the credibility of the source, the focus of attention (task oriented rather than person oriented), and the feedback culture in the environment. Another very effective strategy is to create a dialogue around feedback, a dialogue in which follow-up on the feedback is promoted and where help and support is being provided [13]. …”

Section: Areas Of Evidencementioning

confidence: 99%

What would happen to education if we take education evidence seriously?

Vleuten¹,

Driessen

2014

Perspect Med Educ

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Educational practice and educational research are not aligned with each other. Current educational practice heavily relies on information transmission or content delivery to learners. Yet evidence shows that delivery is only a minor part of learning. To illustrate the directions we might take to find better educational strategies, six areas of educational evidence are briefly reviewed. The flipped classroom idea is proposed to shift our expenditure and focus in education. All information delivery could be web distributed, thus creating more time for other more expensive educational strategies to support the learner. In research our focus should shift from comparing one curriculum to the other, to research that explains why things work in education and under which conditions. This may generate ideas for creative designers to develop new educational strategies. These best practices should be shared and further researched. At the same time attention should be paid to implementation and the realization that teachers learn in a way very similar to the people they teach. If we take the evidence seriously, our educational practice will look quite different to the way it does now.

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“…15,16 Formative assessments typically used today could be likened to a series of punch biopsies performed by independent physicians who do not communicate with each other. They are highly context dependent, often done on the fly, and focused on ensuring that the learner is doing well.…”

Section: The Case For a Formatively Focused Assessment System In Undementioning

confidence: 99%

Focusing on the Formative: Building an Assessment System Aimed at Student Growth and Development

2016

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This Perspective addresses the need for an integrated system of formative and summative assessment in undergraduate medical education with a focus on the formative. While acknowledging the importance of summative assessment, which asks whether trainees have met criteria for progression, the authors propose that a formatively focused assessment system can best accomplish a central task of competency-based medical education: transmitting feedback to learners in a format and a manner that will help them to improve, develop, and grow. Formative assessment should not be seen as a set of singular events but, rather, as a process that is organized and integrated over time, much like the cycle of quality improvement in medicine. To justify this position, the authors discuss its conceptual underpinnings and rationale, including the need to prepare learners for the formatively focused assessment system of graduate medical education. Next, the authors identify assessment strategies that could be employed, as well as the characteristics of an institutional culture and the learner-teacher relationship necessary for a learner-centered, improvement-focused assessment system to succeed. Finally, an infrastructure for such a system is proposed. This consists of a foundation of well-articulated and disseminated milestones for achievement and four pillars: faculty development, learner development, longitudinal academic advising and coaching, and documentation of developing competence. The authors conclude by suggesting that the guidelines proposed are analogous to the principles of continuity and coordination of care, so much valued in the world of medicine yet often overlooked in the world of education.

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Beyond individualism: professional culture and its influence on feedback

Cited by 132 publications

References 34 publications

Unfulfilled promise, untapped potential: Feedback at the crossroads

Unfulfilled promise, untapped potential: Feedback at the crossroads

What would happen to education if we take education evidence seriously?

Focusing on the Formative: Building an Assessment System Aimed at Student Growth and Development

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