Feedback: A Key Feature of Medical Training

Wood, Beverly P.

doi:10.1148/radiology.215.1.r00ap5917

Cited by 77 publications

(45 citation statements)

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“…Participants in our study also associated feedback with discussion, which promotes ATS input and further learning, rather than just a statement from an ACI. 4,24 Lastly, ACIs and ATSs described the importance of providing feedback to continually improve performance on communication skills, professional behaviors, and clinical reasoning in addition to their clinical skills. These findings also have been mentioned in medicine, 4 athletic training, 25 and clinical education 26 as reasons for providing feedback, which shows these ACIs and ATSs understood why feedback is important to clinical education.…”

Section: Perceptions Of Effective Feedbackmentioning

confidence: 99%

Feedback in Clinical Education, Part II: Approved Clinical Instructor and Student Perceptions of and Influences on Feedback

Nottingham

Henning

2014

Journal of Athletic Training

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Context: Approved Clinical Instructors (ACIs; now known as preceptors) are expected to provide feedback to athletic training students (ATSs) during clinical education experiences. Researchers in other fields have found that clinical instructors and students often have different perceptions of actual and ideal feedback and that several factors may influence the feedback exchanges between instructors and students. However, understanding of these issues in athletic training education is minimal.Objective: To investigate the current characteristics and perceptions of and the influences on feedback exchanges between ATSs and ACIs.Design: Qualitative study. Setting: One entry-level master's degree program accredited by the Commission on Accreditation of Athletic Training Education.Patients or Other Participants: Four ACIs and 4 secondyear ATSs.Data Collection and Analysis: Individual, semistructured interviews were conducted with participants and integrated with field notes and observations for analysis. We used the constant comparative approach to inductively analyze data and develop codes and categories. Member checking, triangulation, and peer debriefing were used to promote trustworthiness of the study.Results: Participants described that feedback plays an important role in clinical education and has several purposes related to improving performance. The ACIs and ATSs also discussed several preferred characteristics of feedback. Participants identified 4 main influences on their feedback exchanges, including the ACI, the ATS, personalities, and the learning environment.Conclusions: The ACIs and ATSs had similar perceptions of ideal feedback in addition to the actual feedback that was provided during their clinical education experiences. Most of the preferences for feedback were aligned with recommendations in the literature, suggesting that existing research findings are applicable to athletic training clinical education. Several factors influenced the feedback exchanges between ACIs and ATSs, which clinical education coordinators should consider when selecting clinical sites and training ACIs.Key Words: assessment, evaluation, pedagogy, preceptors Key PointsBoth Approved Clinical Instructors (ACIs) and athletic training students (ATSs) recognized feedback has an important role in clinical education for several reasons. Several characteristics of the learning environment influenced ACI-ATS interactions and student learning and should be considered when selecting and improving clinical sites, pairing ACIs and ATSs, and educating ACIs to give good feedback. Researchers need to continue investigating the roles that patient volume, supervision, ACI workload, ACI experience, personalities, and similar factors have on student learning and feedback.

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Section: Perceptions Of Effective Feedbackmentioning

confidence: 99%

Feedback in Clinical Education, Part II: Approved Clinical Instructor and Student Perceptions of and Influences on Feedback

Nottingham

Henning

2014

Journal of Athletic Training

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“…Numerous commentaries on the importance of feedback [1] and suggestions for improving its frequency and quality [2,3] exist in the medical education literature. But effective improvement depends upon the accurate identification of specific problems and the accurate assessment of any changes in desired outcomes.…”

Section: Background and Rationalementioning

confidence: 99%

Development and Field Pretest of the Feedback Quality Index: A Tool for Assessing Feedback Frequency and Quality in a Clinical Setting

Fitzgerald¹,

Lehmann²

2011

TOMEDEDUJ

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Abstract:Objectives: This paper describes the systematic development, design, and field pretest of the Feedback Quality Index (FQI) -a brief survey for assessing feedback regularity and quality in a clinical setting. Medical educators need this type of tool so they can identify specific problems related to feedback provision and evaluate the impact of efforts designed to address those problems. The purposes of this study are to provide evidence for the feasibility and validity of the tool and to provide guidance and suggestions regarding its use.Methods: Decisions regarding the design and implementation of the FQI were guided by a systematic approach to survey development to ensure that common sources of non-sampling error were identified and addressed. A field pretest implementation was conducted to gather evidence regarding the feasibility of the tool and the validity of the data. Feasibility was assessed based on the effort needed to administer, complete, and analyze the FQI while evidence for validity was based on an analysis of question quality.Results: Field pretest results indicated that the FQI can be feasibly administered, completed, and analyzed. An analysis of question quality revealed that most questions were understood correctly by respondents and the level of detail they provide in describing the feedback received provides evidence for the accuracy of their recollections. Conclusions:The current version of the FQI is a useful tool that programs could use to assess feedback frequency and quality, identify specific problems, and evaluate efforts to address those problems. Additional studies need to be conducted to further assess and improve the validity of the FQI. Such efforts will not only improve the accuracy of the FQI but could also enhance our conceptual understanding of what constitutes effective feedback in the clinical setting.

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“…In that way, the learning process can be modified in real time, and the learner can have the opportunity to demonstrate improvement under direct supervision. 8,9 EVALUATING THE CURRICULUM Once the curriculum is in place, it is important to ensure that the learning objectives are attainable and that students are benefiting from the program. Some methods to determine the efficacy of the curriculum include: patient/procedure logs maintained by students during the rotation, an end-of-rotation feedback session (or form), measurement of performance on objective tests, polling graduates to learn how the rotation prepared them for their clinical responsibilities, and constructive feedback from the mentor.…”

Section: Designing a New Curriculummentioning

confidence: 99%

The Emergency Medicine Subinternship-An Educator's Guide to Planning and Administration

Coates

2005

Academic Emergency Medicine

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The senior year provides an excellent opportunity for medical students to experience the specialty of emergency medicine for career exploration and skill development. This educational experience can provide the medical school with the means to meet the Liaison Committee on Medical Education recommendation that all graduating students should be capable of handling emergencies. The senior rotation may be a mandatory or elective experience. It is in the emergency department that students can gain experience in evaluating the undifferentiated patient and may refine their history and physical examination skills. They have the chance to become adept at rapid decision making in the diagnosis and stabilization of patients. This paper outlines the components of a typical four-week rotation, such as the orientation session, the didactic program, the clinical experience, the evaluation of students, the faculty, and the educational experience. Strategies for implementing both didactic and clinical components of the curriculum are provided. The managerial role of the clerkship director is introduced. Suggestions for assuming administrative and educational responsibility for an existing course are made. A guide to the development and implementation of a new course is described, in which the course objectives and prerequisites must be set, the core didactic curriculum formulated, the clinical experience defined, and a system of evaluation and feedback developed. Students generally enjoy their emergency medicine experience as it is often their first opportunity to assume primary responsibility for patient care. Clerkship directors can develop their leadership skills in managing a major educational component of the senior year that may prove beneficial in developing a career in the field of medical education.

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Feedback: A Key Feature of Medical Training

Cited by 77 publications

References 1 publication

Feedback in Clinical Education, Part II: Approved Clinical Instructor and Student Perceptions of and Influences on Feedback

Feedback in Clinical Education, Part II: Approved Clinical Instructor and Student Perceptions of and Influences on Feedback

Development and Field Pretest of the Feedback Quality Index: A Tool for Assessing Feedback Frequency and Quality in a Clinical Setting

The Emergency Medicine Subinternship-An Educator's Guide to Planning and Administration

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