Feedback: Cultivating a Positive Culture

Kraut, Aaron; Yarris, Lalena M.; Sargeant, Joan

doi:10.4300/jgme-d-15-00103.1

Cited by 33 publications

(28 citation statements)

References 18 publications

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“…53,54 Educational institutions can establish such a culture by facilitating trusting relationships between teachers and learners, building in time and space for feedback even in busy clinical settings and creating a shared understanding between teachers and learners about the process and content of feedback. 16,19,[55][56][57] More research is needed to explore how institutional culture can influence the quality and impact of feedback, feedback-seeking, acceptance, and performance improvement. 5,39,41,42 Understanding sociocultural factors in various learning and work environments is essential before designing initiatives to promote meaningful feedback exchanges and enhance its impact on behavior change and professional development.…”

Section: Feedback Culturementioning

confidence: 99%

Feedback Redefined: Principles and Practice

et al. 2019

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Feedback is defined as a regulatory mechanism where the effect of an action is fed back to modify and improve future action. In medical education, newer conceptualizations of feedback place the learner at the center of the feedback loop and emphasize learner engagement in the entire process. But, learners reject feedback if they doubt its credibility or it conflicts with their self-assessment. Therefore, attention has turned to sociocultural factors that influence feedback-seeking, acceptance, and incorporation into performance. Understanding and application of specific aspects of psychosocial theories could help in designing initiatives that enhance the effect of feedback on learning and growth. In the end, the quality and impact of feedback should be measured by its influence on recipient behavior change, professional growth, and quality of patient care and not the skills of the feedback provider. Our objective is to compare and contrast older and newer definitions of feedback, explore existing feedback models, and highlight principles of relevant psychosocial theories applicable to feedback initiatives. Finally, we aim to apply principles from patient safety initiatives to emphasize a safe and just culture within which feedback conversations occur so that weaknesses are as readily acknowledged and addressed as strengths.

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Section: Feedback Culturementioning

confidence: 99%

Feedback Redefined: Principles and Practice

et al. 2019

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“…Finally, the learning context and institutional culture are likely to represent powerful moderators of residents' feedback experiences. 40,[48][49][50][51] We hypothesise that a resident's basic need for relatedness may be particularly sensitive to local context and culture.…”

Section: Discussionmentioning

confidence: 99%

Faculty feedback that begins with resident self-assessment: motivation is the key to success

et al. 2017

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Self-determination theory provided the clearest lens for framing our findings and fitted into a conceptual model linking the quality of the SAFF experience and residents' motivational loci. We identified several study limitations including time in the field, evolving characteristics of the SAFF programme and the absence of faculty voices. We believe that by better understanding residents' experiences of SAFF, educators may be able to tailor the feedback process, enhance clinical performance and ultimately improve patient care.

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“…Providing feedback to trainees is not only a ‘mind the gap’ exercise but also involves strategies and suggestions to ‘bridge the gap’. Ideally, a trainee's awareness of the gap should act as a stimulus for further learning . While feedback focuses on a learner's current performance, and may justify the grade awarded, ‘feed forward’ looks ahead to subsequent assignments and offers constructive guidance on how to do better.…”

Section: From Feedback To ‘Feed Forward’mentioning

confidence: 99%

Giving effective feedback in medical education

Qureshi¹

2017

The Obstetric & Gynaecologis

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Understand that the skill of giving feedback is central to effective teaching and supervision. Communicate goals and objectives of feedback clearly from the outset. Begin feedback sessions with the learner's self-assessment. Provide feedback in a timely manner. Reinforce and correct observed behaviours. Confirm the learner's understanding and conclude with an action plan. Develop a capacity in trainees to self-reflect on their own practice and how it might be improved. Learning objectivesTo understand the principles of how to give effective feedback. To be familiar with the models of giving feedback. To understand why medical educators sometimes fail at giving feedback. Ethical issuesBeing dishonestly kind in giving feedback. Unconscious bias in providing feedback.

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Feedback: Cultivating a Positive Culture

Cited by 33 publications

References 18 publications

Feedback Redefined: Principles and Practice

Feedback Redefined: Principles and Practice

Faculty feedback that begins with resident self-assessment: motivation is the key to success

Giving effective feedback in medical education

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