Medical students as feedback assessors in a faculty development program: Implications for the future

Abstract

Medical students as feedback assessors Appendices : Annex 1: Quality of the feedback perceived by students 1. The feedback session was useful 2. I improved my history taking skills 3. I improved my physical examination skills 4. I improved my communication skills 5. The tutor was aware of what I needed to learn 6. The tutor made me feel comfortable and confident 7. The tutor asked me my needs 8. The tutor asked me to evaluate what I did well 9. The tutor asked me to evaluate what I could improve 10. The tutor gave me balanced feedback (including both positive and less positive aspects) 11. The tutor stimulated me to participate to the problem solving process 12. The tutor gave me precise and concrete suggestions for improvement 13. The tutor provided me opportunities to rehearse parts of the history taking, physical exam or the communication 14. The tutor asked the simulated patient to give me a feedback 15. The tutor checked my understanding

Teaching feedback skills to veterinary students by peer-assisted learning

“…According to a frequency assessment of the items in the Providing Feedback Guide, most students showed the ability to observe behaviors while giving feedback (see items 1 and 2). Related literature (20, 30,36,37) has also reported that effective feedback should focus on specific behaviors and tasks. The findings presented here are in accord with earlier findings in the literature.…”

“…Feedback is effective if it emphasizes the crucial and specific steps of performance in real time (33). It should be clear, focused on specific behaviors and tasks, given just in time, motivating, unbiased, objective, descriptive, supportive, appropriate in amount, goal-oriented, focused on the process, and not critical (20, 25,30,37). Verification and detailed explanation are among the most important features of effective feedback (41).…”

Feedback in Medical Education: An Evidence-based Guide to Best Practices from the Council of Residency Directors in Emergency Medicine

“…20 Feedback may come from multiple sources, and prior literature has demonstrated that both learners and supervisors value multisource feedback (MSF) as described in Table 1. 49,52,63,[110][111][112][113][114][115][116][117][118][119] Limited literature supports that MSF may be more helpful for identifying strengths and weaknesses compared to standard assessment methods and may be more likely to result in behavior change. 52,63 Multisource feedback may also be effective in distinguishing between high, intermediate, and low performance in learners.…”

WestJEM Full-Text Issue

“…20 Feedback may come from multiple sources, and prior literature has demonstrated that both learners and supervisors value multisource feedback (MSF) as described in Table 1. 49,52,63,[110][111][112][113][114][115][116][117][118][119] Limited literature supports that MSF may be more helpful for identifying strengths and weaknesses compared to standard assessment methods and may be more likely to result in behavior change. 52,63 Multisource feedback may also be effective in distinguishing between high, intermediate, and low performance in learners.…”