Curated Collections for Educators: Eight Key Papers about Feedback in Medical Education

Abstract

Feedback is an essential part of learning, growth, and academic success. Junior faculty members are often unfamiliar with the grounding literature that defines feedback. Many times they receive little education on providing and receiving feedback, resulting in unhelpful “feedback” for both learners and program leadership alike. This article aims to summarize eight key papers on feedback, to outline relevant information for emerging clinician educators, and identify ways to use these resources for the faculty development. In order to generate a list of key papers that describes the importance and significance of feedback, the authors conducted a consensus-building process to identify the top papers. In August and September, 2018, the 2018-2019 Academic Life in Emergency Medicine (ALiEM) Faculty Incubator program discussed the topic of feedback in medical education. A number of papers on the topic was highlighted. This list of papers was further augmented using the suggestions and expertise of guest experts who are leaders in the field of medical education and feedback. The authors also used social media to conduct an open call on Twitter for important papers regarding feedback (utilizing #meded, #Feedback hashtags). Via this process, a list of 88 key papers was identified on the topic of feedback in medical education. After compiling these papers, the authorship group engaged in a modified Delphi approach to build consensus on the top eight papers on feedback. These papers were deemed essential by the authors and have been summarized with respect to their relevance to junior faculty members and to faculty developers. In this manuscript, we present eight key papers addressing feedback in medical education with discussions and applications for junior faculty members and faculty developers. This list of articles that can serve to help junior clinician educators grow in their ability to give effective feedback and also serve as resources upon which senior faculty can design the faculty development sessions.

Curated collection for clinician educators: Six key papers on residency recruitment

“…Descriptive statistics were calculated using Google Sheets. The same methodology has been utilized in previous editions of the Curated Collections for Educators series 6‐11 …”

“…The same methodology has been utilized in previous editions of the Curated Collections for Educators series. [6][7][8][9][10][11]…”

Curated Collections for Clinician Educators: Five Key Papers on Graduated Responsibility in Residency Education

“…Unlike a true Delphi method (which uses only expert raters), we used junior faculty members as well, as it has been shown that experts may choose articles that do not fully meet the needs of more junior faculty [3]. A similar approach has been used in prior publications in this series [4-16].…”

Role of Social Media in Health Professions Education

“…Social media also provides health professions educators with access to global virtual communities of educational practice (Yarris et al 2019;Choo et al 2015), including specific groups such as simulation educators (Thoma et al 2018a) or discipline-based communities. Leveraging these online communities of practice for health professional educators can provide new opportunities for scholarshipfor example, Natesan et al (2019) presented a curated collection of feedback in medical education, selected via a social media call for papers.…”