Facilitating the Feedback Process on a Clinical Clerkship Using a Smartphone Application

Joshi, Aditya; Generalla, Jenilee; Thompson, Britta M.; Haidet, Paul

doi:10.1007/s40596-017-0711-7

Cited by 9 publications

(7 citation statements)

References 10 publications

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“…However, both students and supervisors struggled to identify them as feedback moments, and they often dismissed questions and clarifications around case presentations as feedback [ 73 ]. Joshi (2017) identified case presentations as a way for students to ask for informal or spontaneous supervisor feedback [ 63 ].…”

Section: Organization Of Feedback Processes In Wbl Settingsmentioning

confidence: 99%

“…For example, Joshi et al (2016) consider a feedback form with four fields (i.e., what did you do well, advise the student on what could be done to improve performance, indicate the level of proficiency, and personal details of the tutor). In this case, the supervisor highlighted what the student could improve but not how, which is the missing phase of the co-constructed action plan [ 63 ]. Whichever WBA instrument is used in clerkships to provide feedback, it should include a "next steps" box [ 44 ], and it is recommended to organize a long-term use of the WBA instrument so that those involved get used to it and improve interaction and feedback uptake [ 55 ].…”

Section: Organization Of Feedback Processes In Wbl Settingsmentioning

confidence: 99%

See 1 more Smart Citation

Designing feedback processes in the workplace-based learning of undergraduate health professions education: a scoping review

Fuentes-Cimma,

Sluijsmans,

Riquelme

et al. 2024

BMC Med Educ

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Background Feedback processes are crucial for learning, guiding improvement, and enhancing performance. In workplace-based learning settings, diverse teaching and assessment activities are advocated to be designed and implemented, generating feedback that students use, with proper guidance, to close the gap between current and desired performance levels. Since productive feedback processes rely on observed information regarding a student's performance, it is imperative to establish structured feedback activities within undergraduate workplace-based learning settings. However, these settings are characterized by their unpredictable nature, which can either promote learning or present challenges in offering structured learning opportunities for students. This scoping review maps literature on how feedback processes are organised in undergraduate clinical workplace-based learning settings, providing insight into the design and use of feedback. Methods A scoping review was conducted. Studies were identified from seven databases and ten relevant journals in medical education. The screening process was performed independently in duplicate with the support of the StArt program. Data were organized in a data chart and analyzed using thematic analysis. The feedback loop with a sociocultural perspective was used as a theoretical framework. Results The search yielded 4,877 papers, and 61 were included in the review. Two themes were identified in the qualitative analysis: (1) The organization of the feedback processes in workplace-based learning settings, and (2) Sociocultural factors influencing the organization of feedback processes. The literature describes multiple teaching and assessment activities that generate feedback information. Most papers described experiences and perceptions of diverse teaching and assessment feedback activities. Few studies described how feedback processes improve performance. Sociocultural factors such as establishing a feedback culture, enabling stable and trustworthy relationships, and enhancing student feedback agency are crucial for productive feedback processes. Conclusions This review identified concrete ideas regarding how feedback could be organized within the clinical workplace to promote feedback processes. The feedback encounter should be organized to allow follow-up of the feedback, i.e., working on required learning and performance goals at the next occasion. The educational programs should design feedback processes by appropriately planning subsequent tasks and activities. More insight is needed in designing a full-loop feedback process, in which specific attention is needed in effective feedforward practices.

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Section: Organization Of Feedback Processes In Wbl Settingsmentioning

confidence: 99%

Section: Organization Of Feedback Processes In Wbl Settingsmentioning

confidence: 99%

Designing feedback processes in the workplace-based learning of undergraduate health professions education: a scoping review

Fuentes-Cimma,

Sluijsmans,

Riquelme

et al. 2024

BMC Med Educ

View full text Add to dashboard Cite

show abstract

“…Smartphones enable residents to receive more feedback on their performance and make it easier for supervising physicians to provide such feedback. This leads to more conversations with supervisors about performance and more learning [13]. Also, educational smartphone apps allow students to learn remotely and to quickly find evidence-based information.…”

Section: Improving Medical Trainingmentioning

confidence: 99%

Left to Our Own Devices: Smartphone Use, Mental Health, and Academic Psychiatry

Kornberg

2020

Acad Psychiatry

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“…While education resources on smartphone apps for psychiatry continue to evolve with the technology, the American Psychiatric Association offers a section of its website devoted to smartphone apps and offers CME lectures on the topic at https://www.psychiatry.org/psychiatrists/practice/mental-health-apps. Academic Psychiatry continues to offer up-to-date articles on the topic [30], and technology-focused journals such as the Journal of Technology in Behavioral Science and Journal of Medical Internet Research (JMIR) Mental Health also publish relevant articles. The FDA recently created an entire webpage devoted to smartphone apps: https://www.fda.gov/MedicalDevices/DigitalHealth/MobileMedicalApplications/default.htm.…”

Section: Next Stepsmentioning

confidence: 99%

Smart Steps for Psychiatric Education: Approaching Smartphone Apps for Learning and Care

et al. 2018

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Facilitating the Feedback Process on a Clinical Clerkship Using a Smartphone Application

Abstract: These data point to the effectiveness of this method to cue supervisors to provide feedback to students.

Cited by 9 publications

References 10 publications

Designing feedback processes in the workplace-based learning of undergraduate health professions education: a scoping review

Designing feedback processes in the workplace-based learning of undergraduate health professions education: a scoping review

Left to Our Own Devices: Smartphone Use, Mental Health, and Academic Psychiatry

Smart Steps for Psychiatric Education: Approaching Smartphone Apps for Learning and Care

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