Feedback sandwiches affect perceptions but not performance

Parkes, Jay; Abercrombie, Sara; McCarty, Teresita

doi:10.1007/s10459-012-9377-9

Cited by 60 publications

(58 citation statements)

References 12 publications

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“…Ende defined feedback in medical education as Binformation describing students or house officers' performance in a given activity that is intended to guide their future performance in the same activity.^1 The Bfeedback sandwich^model, which recommends starting and ending with positive feedback, interposed by negative feedback, 21 has not been shown to improve learner performance. 22 The Pendleton model features four key steps: learner selfassessment of strengths, teacher agreement/disagreement, learner assessment of deficiencies, and teacher agreement/ disagreement. 23 However, most older definitions and models have not adequately showcased learner engagement in the conversation or their role in creating a road map for performance improvement.…”

Section: Traditional Definitions and Modelsmentioning

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: Traditional Definitions and Modelsmentioning

confidence: 99%

Feedback Redefined: Principles and Practice

et al. 2019

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“…Tem a intenção de suavizar a mensagem que pode ser vista como negativa, porém, alguns autores relatam o risco de os alunos não darem atenção ao feedback corretivo e alcançar menor resultado no desempenho 22 . Outra estratégia recomendada é iniciar solicitando que o aluno faça sua autoavaliação.…”

Section: -53unclassified

Avaliação Formativa Sob a Ótica Do Tutor

Portella¹,

Sabathe²,

Iwasaka-Neder³

et al. 2017

Interdiscip. J. Health Educ.

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IJHE -Interdisciplinary Journal of Health Education. Este é um artigo publicado em acesso aberto (Open Access) sob a licença Creative Commons Attribution Non-Commercial, que permite uso, distribuição e reprodução em qualquer meio, sem restrições desde que sem fins comerciais e que o trabalho original seja corretamente citado. Avaliação formativa sob a ótica do tutor RESUMOObjetivo: Analisar o processo de avaliação formativa do estudante de medicina, realizado pelo docente, nas sessões tutoriais, em duas Instituições de Ensino Superior. Métodos: Pesquisa quantitativa, analítica e transversal. Trinta e cinco tutores participaram da pesquisa realizada em duas Instituições de Ensino Superior. A coleta de dados foi realizada por meio da aplicação de questionário com questões objetivas. Resultados: A maioria dos tutores acredita no potencial da avaliação formativa. Julga alcançar seus objetivos (identificar as dificuldades -91,4%; apresentar as dificuldades -77,1%; sugerir estratégias para superação de dificuldades -71,4%; avaliar de forma contínua e progressiva -94,2%), contribuindo com o desenvolvimento do aluno (88,5%) e procura manter-se atualizada, participando de capacitações (97,1%) e trocando experiências com os colegas (97,1%). Consideram-se capacitados (60%) ou apenas parcialmente capacitados (40%), tendo dúvidas quanto a sua subjetividade (62,8%), imparcialidade (42,8%), coerência (40%) e quanto à efetividade do processo (22,8%). Muitos tutores (54,2%) acreditam que os alunos não compreendem/aceitam totalmente a avaliação formativa. Conclusão: A maioria dos tutores acredita no potencial da avaliação formativa, porém, ainda há muitos desafios a serem superados, o que os leva a nem sempre sentirem-se seguros ao dar o feedback. Esta pesquisa contribui com a superação destes desafios, ao possibilitar uma maior compreensão dos fatores dificultadores e apontar novos rumos a serem seguidos. Pesquisas que avaliem as dificuldades dos alunos neste processo são necessárias à definição de estratégias mais abrangentes. PALAVRAS-CHAVE ABSTRACTObjective: To analyze the process of formative evaluation of the medicine student, conducted by the teacher, in the tutorial sessions, in two Institutions of Higher Education. Methods: Quantitative, analytical and cross-sectional research. Thirty-five tutors participated in the research conducted in two Higher Education Institutions. The data collection was performed through the application of a questionnaire with objective questions. Results: It was observed that the majority believes in the potential of formative evaluation. (to identify difficulties -91.4%, to present the difficulties -77.1%, to suggest strategies for overcoming difficulties -71.4%, to evaluate continually and progressively -94.2%), contributing to student development (88.5%) and seeking to keep updated by participating in trainings (97.1%) and exchanging experiences with colleagues (97.1%). They are considered to be trained (60%) or only partially qualified (40%), having doubts about their subjectivity (62.8%)...

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“…However, in assessing the effectiveness of the feedback sandwich (positive feedback, followed by constructive feedback, and finally providing additional positive feedback) among medical students, Parkes, Abercrombie, and McCarty (2013) found that the use of substantial positive feedback may hinder students' ability to critically evaluate their performance by sending mixed messages regarding performance and minimizing the significance of the constructive feedback.…”

Section: Feedback Types and Preferencesmentioning

confidence: 99%

“…Thus, it appears that the integration of positive feedback may assist students with being more open to the feedback process, including the use of constructive feedback (Coleman, Kivlighan, & Roehlke, 2009) by helping them increase their self-efficacy as a counselor and decrease their anxiety (Daniels & Larson, 2001); however, this may not improve performance (Parkes et al, 2013). Nevertheless, the best outcome may result from balancing positive and constructive feedback in order to promote satisfaction while also encouraging change (Boehler et al, 2006).…”

Section: Feedback Types and Preferencesmentioning

confidence: 99%