“Playing in the Big Leagues Now”: Exploring Feedback Receptivity During the Transition to Residency

Boileau, Elisabeth; Talbot-Lemaire, Marjolaine; Bélanger, Mathieu; St‐Onge, Christina

doi:10.1016/j.hpe.2018.09.003

Cited by 4 publications

(4 citation statements)

References 30 publications

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“…The challenge in this respect is for educators to support students by incorporating into the curriculum activities to train students in skills of feedback implementation, such peer and selffeedback activities, to transform their cognisance into action. In addition, designing curricula that emphasise continuation and transference between assessments and learning objectives, such as feedback incorporating medical knowledge and clinical reasoning, allows feedback to offer a developmental function 33,54 . Students reported that they were more likely to use feedback opportunities that allowed them to think critically with larger agencies through integrated skills that promoted their self-evaluation and self-directed learning, which led to building learner ownership.…”

Section: General Discussion and Conclusionmentioning

confidence: 99%

“…Burch et al and Boileau et al confirm that feedback that considered students' objectives such as problem solving significantly improved participation in patient-centered learning activities and supported development of self-regulatory skills 46,33 . The feedback that represented the basics of moving forward as medical learners to self-regulate their learning could have a more lasting effect on the students as future doctors 9 .…”

Section: Barrier: Disability To Transfer Feedback Into Actionmentioning

confidence: 96%

“…But with one tutor, he would be able to track your performance and then say that there is an improvement. [F3] Consistency between educators has often been found to be lacking, and is something that has been highlighted in previous studies 33,7,34 . As confirmed by our participants, longitudinal relationships with tutors are recommended, as this can impact favorably on their learning 35 .…”

Section: It Gives Me a Better Picture On Everything…on My Last Logbook Session I Saw That I Lacked In Sensory Examination So It Helped Mementioning

confidence: 99%

“…Bing-You and Trowbridge as well as Boileau et al report that feedback incongruent with the learner's self-perceptions could be perceived as a personal attack and, as a result, no improvement in learner performance would occur 41,33 .…”

Section: Barrier: Sense Of Disempowermentmentioning

confidence: 99%

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Barriers and promotors in receptivity and utilization of feedback in a pre-clinical simulation based clinical training setting

Abraham

Singaram

2021

Bangladesh J Med Sci

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Objective: Many studies have explored feedback effectiveness using interventions focused on feedback delivery. It is equally important to consider how learners actively receive, engage with and interpret feedback. This study explores how medical students receive and use feedback in pre-clinical skills training. Method: Focus group data from 25 purposively selected thirdyear medical students was thematically analysed. Four major themes and eight sub-themes related to the facilitators and barriers to feedback receptivity and utilisation to feed forward emerged from the data. Results and Discussion: Students were receptive to feedback when its purpose and content aligned with their personal objectives, when it was consistent between tutors, and when it involved developing longitudinal relationships. The clinical skills formative logbook feedback culture with a learning focus was perceived to be predictive of their future performance and they were likely to take feedback on board, emphasising the role of reflection in this process. The depth and timing of actual feedback use varied among students, and language barriers hindered decoding feedback. Students’ self-regulatory focus on the feedback process had a dominant influence on their active use of feedback. Conclusion: Incorporating learner behaviour underlying feedback use should be considered when designing interventions to promote feedback engagement, feedback literacy skills and responsibility sharing in the feedback process. Establishing a learning culture that promotes shared responsibility between clinical educators and learners enable greater control by learners over assessment and feedback processes and a commitment to behaviour change. Bangladesh Journal of Medical Science Vol.20(3) 2021 p.594-607

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Section: General Discussion and Conclusionmentioning

confidence: 99%

Section: Barrier: Disability To Transfer Feedback Into Actionmentioning

confidence: 96%

Section: It Gives Me a Better Picture On Everything…on My Last Logbook Session I Saw That I Lacked In Sensory Examination So It Helped Mementioning

confidence: 99%

Section: Barrier: Sense Of Disempowermentmentioning

confidence: 99%

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