The Feedback Tango: An Integrative Review and Analysis of the Content of the Teacher–Learner Feedback Exchange

Abstract

The findings reveal that the exchange of feedback is troubled by low-quality feedback, leniency bias, faculty deficient in feedback competencies, challenges with multiple feedback tools, and gender impacts. Using the tango dance form as a metaphor for this dynamic partnership, the authors recommend ways to improve feedback for teachers and learners willing to partner with each other and engage in the complexities of the feedback exchange.

In-the-Moment Feedback and Coaching: Improving R2C2 for a New Context

“…[1][2][3][4][5][6] Since residents may reject feedback that conflicts with their self-assessments due to a perceived lack of credibility or lack clarity on how to use it, coaching techniques can enable supervisors (ie, clinical supervisors or preceptors) and residents to collaboratively reflect on performance, focus on growth and development, and embrace performance gaps as catalysts for learning. [7][8][9][10] The R2C2 resident formal model 3,4,11,12 was developed to facilitate formal feedback and coaching conversations, enable collaborative discussions between supervisors and residents, and establish a safe environment through a series of open-ended questions that emphasize reflection and continual improvement.…”

Improving the Resident Educational Experience in a Level IV Neonatal/Infant Intensive Care Unit

“…They are reluctant to provide constructive feedback, and they dominate conversations. 15 Challenges with data collection, especially related to feedback, contributed to low rates of recorded in-person feedback. This problem was first evident after reviewing the goal card PDSA cycle, during which the front of the goal card was completed much more frequently than the back, where we collected feedback data.…”

Medical education: giving feedback to doctors in training

“…Consensus opinion and qualitative analyses of recorded episodes of feedback suggest that feedback is most effective when it is a two-way conversation promoting self assessment, self reflection, and self directed lifelong learning, and when it is based on shared educational and clinical goals 12131415…”

“…If the learner’s thoughts and feelings are elicited, with consensus suggestions for improvement made by both trainer and learner, it is part of a dialogue, which is preferred over a unidirectional mandate or criticism 1213. Qualitative studies of learners’ narratives show that personal comments can lead to negative experiences (“I just sat and I took it … and then I went home and cried”; “[The feedback] was very unnecessary and particularly harsh … it made a very awkward atmosphere, and you couldn’t really say anything at that point”; “I was very upset”), which is counterproductive to effective feedback 17…”