Giving and Receiving Effective Feedback: A Review Article and How-To Guide

Jug, Rachel; Jiang, Xiaoyin Sara; Bean, Sarah M.

doi:10.5858/arpa.2018-0058-ra

Cited by 111 publications

(121 citation statements)

References 35 publications

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“…If students are trained to use it as a self-assessment rather than selfgrading, it will be a valuable tool. 31,32 As reported in the literature, our results indicated that classroom response systems (clickers), may increase students' abilities to solve problems and think, thus better preparing them for their future careers. This method of learning sharpens students' skills and increases their confidence to professionally argue and debate within a scientific context, helps students and educators assess points of strength and weakness both among students and in the course, and deepens the understanding and application of knowledge rather than operating at the lower levels of Bloom's taxonomy.…”

Section: Discussionsupporting

confidence: 68%

“…24 As reported in the literature, the results of this study indicate that immediate feedback was a significant part of using clickers. 25 It has been reported that feedback is essential for continuous learning and improvement; 26 it requires skills to deliver and is essential to the quality of learning. 27 Using clickers can overcome students' fears of being evaluated or judged by teachers or peers.…”

Section: Discussionmentioning

confidence: 99%

“…28,29 In enabling the learners to evaluate their own degree and quality of learning, confidence, self-regulation, motivation, and independence are reinforced. [26][27][28][29][30] This student-centered strategy may improve in-depth learning through inductive teaching and inspire students to build their own knowledge base. If students are trained to use it as a self-assessment rather than selfgrading, it will be a valuable tool.…”

Section: Discussionmentioning

confidence: 99%

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Investigating the effect of clicker use on problem-solving among adult learners: A cross-sectional survey

Mubayrik

2020

TJHE

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Classroom response systems (clickers) have been found to engage and attract student attention and facilitate the practical application of key ideas to solve problems. This study was designed to investigate the effects of clicker use on problem-solving among adult learners. A self-administered questionnaire was distributed to 60 students after giving them actual case studies for problem-solving using PowerPoint slides. An equal number of participants were assigned to each of the control (n=30) and experimental groups (n=30). Although both groups engaged in the same problem-solving tasks, the experimental group used clickers as a learning tool in the classroom. Data were analyzed using frequency, means, exploratory factor analysis, the Friedman ranking test, and linear regression analysis. The study findings revealed overall positive responses toward using clickers in the classroom. They also suggested that clickers encouraged thinking and problem-solving. It is concluded that problem-solving learning in adult education appears to be more effective when accompanied by clicker use than through conventional teaching methods.Received: 26 September 2019 Accepted: 04 March 2020 Published online: 19 May 2020

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Section: Discussionsupporting

confidence: 68%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Investigating the effect of clicker use on problem-solving among adult learners: A cross-sectional survey

Mubayrik

2020

TJHE

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“… 32 Studies have identified that feedback was a valuable tool to increase understanding and consolidate information. 42 , 43 Another important aspect of our study was the SPs observation and assessment of the performance of their peers, which helped self-assessment and self-reflection. The usefulness of self-assessment in improving learning has been demonstrated.…”

Section: Discussionmentioning

confidence: 99%

Training and standardization of simulated patients for multicentre studies in clinical pharmacy education

Resende

Cavaco

Luna-Leite³

et al. 2020

Pharm Pract (Granada)

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Objective: To evaluate the training and standardization methods of multiple simulated patients (SPs) performing a single scenario in a multicenter study. Methods: A prospective quasi-experimental study, using a multicenter approach, evaluated the performance of five different individuals with the same biotype during a simulation session in a high-fidelity environment. The SPs training and standardization process consisted of four steps and six web or face-to-face mediated: Step 1: simulation scenario design and pilot test. Step 2: SPs selection, recruitment and beginning training (Session 1: performance instructions and memorization request.) Session 2: check the SPs’ performances and adjustments). Step 3 and session 3: training role-play and performance’s evaluation. Step 4: SPs' standardization and performances’ evaluation (Sessions 4 and 5: first and second rounds of SPs' standardization assessment. Session 6: Global training and standardization evaluation. SPs performance consistency was estimated using Cronbach's alpha and ICC. Results: In the evaluation of training results, the Maastricht Simulated Patient Assessment dimensions of SPs performances "It seems authentic", "Can be a real patient" and "Answered questions naturally", presented “moderate or complete agreement” of all evaluators. The dimensions "Seems to retain information unnecessarily", "Remains in his/her role all the time", "Challenges/tests the student", and "Simulates physical complaints in an unrealistic way" presented “moderate or complete disagreement” in all evaluations. The SPs "Appearance fits the role" showed “moderate or complete agreement” in most evaluations. In the second round of evaluations, the SPs had better performance than the first ones. This could indicate the training process’s had good influence on SPs performances. The Cronbach's alpha in the second assessment was better than the first (varied from 0.699 to 0.978). The same improvement occurred in the second round of intraclass correlation coefficient that was between 0.424 and 0.978. The SPs were satisfied with the training method and standardization process. They could perceive improvement on their role-play authenticity. Conclusions: The SPs training and standardization process revealed good SPs reliability and simulation reproducibility, demonstrating to be a feasible method for SPs standardization in multicenter studies. The Maastricht Simulated Patient Assessment was regarded as missing the assessment of the information consistency between the simulation script and the SPs provision.

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“…When corrective feedback must be delivered, Jug and colleagues recommend framing the feedback from a subjective point of view and limiting feedback to 1 or 2 pieces at a time. 18 Finally, supervisors who are open to receiving feedback from the trainee about their performance will further support normalizing a culture of feedback.…”

Section: Overview Of the Approachmentioning

confidence: 99%

Overcoming barriers to effective feedback: a solution-focused faculty development approach

McCutcheon

Duchemin

2020

Int J Med Educ

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Giving and Receiving Effective Feedback: A Review Article and How-To Guide

Cited by 111 publications

References 35 publications

Investigating the effect of clicker use on problem-solving among adult learners: A cross-sectional survey

Investigating the effect of clicker use on problem-solving among adult learners: A cross-sectional survey

Training and standardization of simulated patients for multicentre studies in clinical pharmacy education

Overcoming barriers to effective feedback: a solution-focused faculty development approach

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