2014
DOI: 10.3109/0142159x.2014.956059
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Deliberate practice as a framework for evaluating feedback in residency training

Abstract: Scoring written feedback identified that tasks were often specifically described, but performance gaps and action plans were less frequently and specifically mentioned. Educators might improve feedback effectiveness by better articulating to trainees the gap between their performance and an expert standard, as well as by providing them with specific learning plans.

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Cited by 36 publications
(64 citation statements)
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“…Many time-pressured faculty educators feel that the time taken to complete the detail-oriented electronic evaluation templates that provide the evaluator with the opportunity to provide additional text-based narrative about performance provides ample “feedback” to learners because these evaluations are immediately available to the residents with the identity of the evaluator provided [14].…”
Section: Discussionmentioning
confidence: 99%
“…Many time-pressured faculty educators feel that the time taken to complete the detail-oriented electronic evaluation templates that provide the evaluator with the opportunity to provide additional text-based narrative about performance provides ample “feedback” to learners because these evaluations are immediately available to the residents with the identity of the evaluator provided [14].…”
Section: Discussionmentioning
confidence: 99%
“…Finally, a qualitative analysis was conducted of open-ended feedback and student reflections. The written feedback was analysed using a modified version of a framework originally developed to evaluate written feedback on a workplace-based rating form [39]. The taxonomy applied in the analysis of the written comments on the CLeD-EX involved the following categories: identifying the behaviour, identifying the performance gap and providing advice for developing a learning plan.…”
Section: Evaluation Of Cled-ex Formsmentioning
confidence: 99%
“…Some forms included only comments about positive aspects related to collaboration (12.9%). When analysing the quality of feedback based on the modified framework [39] in the section on the form: 'areas that can be improved' the behaviour which needed to be improved was mentioned in 73 forms, while the gap was mentioned in 17 forms and advice on how to develop was included in 32 forms. This finding suggests that the CLeD-EX was successful in facilitating formative feedback by highlighting behaviours that need further development.…”
Section: Written Feedback and Student Reflections On The Cled-ex Analmentioning
confidence: 99%
“…Qualitative analysis of open-ended feedback and student reflections. The written feedback was analysed using a modified version of a framework originally developed to evaluate written feedback on a workplace-based rating form (38). The taxonomy applied in the analysis of the written comments on the CLeD-EX involved the following categories: identifying the behaviour, identifying the performance gap and providing advice for developing a learning plan.…”
Section: Pearson Correlation Coefficients;mentioning
confidence: 99%
“…Some forms included only comments about positive aspects related to collaboration (12.9%). When analysing the quality of feedback based on the modified framework (38) in the section on the form: 'areas that can be improved' the behaviour which needed to be improved was mentioned in 73 forms, while the gap was mentioned in 17 forms and advice on how to develop was included in 32 forms. This finding suggests that the CLeD-EX was successful in facilitating formative feedback by highlighting behaviours that need further development.…”
Section: Analysis Of Written Feedbackmentioning
confidence: 99%