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Meaningful feedback through a sociocultural lens

Published on Dec 2, 2019in Medical Teacher2.706
· DOI :10.1080/0142159X.2019.1656804
Subha Ramani13
Estimated H-index: 13
(Brigham and Women's Hospital),
Karen D. Könings17
Estimated H-index: 17
(UM: Maastricht University)
+ 1 AuthorsC.P.M. van der Vleuten74
Estimated H-index: 74
(UM: Maastricht University)
Abstract
AbstractThis AMEE guide provides a framework and practical strategies for teachers, learners and institutions to promote meaningful feedback conversations that emphasise performance improvement and...
  • References (88)
  • Citations (1)
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References88
Newest
#1Subha Ramani (Brigham and Women's Hospital)H-Index: 13
#2Karen D. Könings (UM: Maastricht University)H-Index: 17
Last. C.P.M. van der Vleuten (UM: Maastricht University)H-Index: 74
view all 4 authors...
AbstractFeedback in medical education has traditionally showcased techniques and skills of giving feedback, and models used in staff development have focused on feedback providers (teachers) not receivers (learners). More recent definitions have questioned this approach, arguing that the impact of feedback lies in learner acceptance and assimilation of feedback with improvement in practice and professional growth. Over the last decade, research findings have emphasized that feedback conversation...
11 CitationsSource
#1Heather Armson (U of C: University of Calgary)H-Index: 8
#2Jocelyn Lockyer (U of C: University of Calgary)H-Index: 36
Last. Joan Sargeant (Dal: Dalhousie University)H-Index: 31
view all 5 authors...
OBJECTIVES: Coaching in medical education has recently gained prominence, but minimal attention has been given to key skills and determining how they work to effectively ensure residents are progressing and developing self-assessment skills. This study examined process-oriented and content-oriented coaching skills used in coaching sessions, with particular attention to how supervisors use them to enhance resident acceptance of feedback to enhance learning. METHODS: This qualitative study analyse...
4 CitationsSource
#1Christopher Watling (UWO: University of Western Ontario)H-Index: 21
#2Kori A LaDonna (U of O: University of Ottawa)H-Index: 2
CONTEXT: Although conceptually attractive, coaching in medicine remains ill-defined, with little examination of the transferability of coaching principles from other fields. Here we explore how coaching is enacted both within and outside of medicine; we aim to understand both the elements required for coaching to be useful and the factors that may influence its translation to the medical education context. METHODS: In this constructivist grounded theory study, we interviewed 24 individuals acros...
4 CitationsSource
#1Christopher Watling (UWO: University of Western Ontario)H-Index: 21
#2Shiphra Ginsburg (U of T: University of Toronto)H-Index: 26
CONTEXT: Models of sound assessment practices increasingly emphasise assessment's formative role. As a result, assessment must not only support sound judgements about learner competence, but also generate meaningful feedback to guide learning. Reconciling the tension between assessment's focus on judgement and decision making and feedback's focus on growth and development represents a critical challenge for researchers and educators. METHODS: We synthesise the literature related to this tension,...
13 CitationsSource
#1Joan Sargeant (Dal: Dalhousie University)H-Index: 31
#2Jocelyn Lockyer (U of C: University of Calgary)H-Index: 36
Last. Michelle Boudreau (Dal: Dalhousie University)H-Index: 3
view all 13 authors...
Purpose The authors previously developed and tested a reflective model for facilitating performance feedback for practice improvement, the R2C2 model. It consists of four phases: relationship building, exploring reactions, exploring content, and coaching. This research studied the use and effectiveness of the model across different residency programs and the factors that influenced its effectiveness and use. Method From July 2014–October 2016, case study methodology was used to study R2C2 model ...
15 CitationsSource
#1Elizabeth A. Rider (Harvard University)H-Index: 14
#2Mary Ann Gilligan (MCW: Medical College of Wisconsin)H-Index: 11
Last. William T. Branch (Emory University)H-Index: 28
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Background Changes in the organization of medical practice have impeded humanistic practice and resulted in widespread physician burnout and dissatisfaction.
7 CitationsSource
#1Ben Lovell (UCL: University College London)H-Index: 1
CONTEXT: Coaching has been employed successfully in the competitive sports, professional music, and business and corporate worlds. It is now emerging as a training modality in medical education. OBJECTIVES: This paper reviews the current evidence on coaching strategies for doctors and medical students. METHODS: An applied literature search was conducted in PubMed, MEDLINE and Web of Science. Predetermined definitions of coaching interventions and their evaluations were used to narrow 993 papers ...
17 CitationsSource
#1Subha Ramani (Harvard University)H-Index: 13
#2Karen D. KöningsH-Index: 17
Last. C.P.M. van der VleutenH-Index: 74
view all 5 authors...
PurposeTo explore resident and faculty perspectives on what constitutes feedback culture, their perceptions of how institutional feedback culture (including politeness concepts) might influence the quality and impact of feedback, feedback seeking, receptivity, and readiness to engage in bidirectiona
9 CitationsSource
#1Carol S. Dweck (Stanford University)H-Index: 80
: Drawing on both classic and current approaches, I propose a theory that integrates motivation, personality, and development within one framework, using a common set of principles and mechanisms. The theory begins by specifying basic needs and by suggesting how, as people pursue need-fulfilling goals, they build mental representations of their experiences (beliefs, representations of emotions, and representations of action tendencies). I then show how these needs, goals, and representations can...
37 CitationsSource
#1Subha Ramani (Brigham and Women's Hospital)H-Index: 13
#2Karen D. Könings (UM: Maastricht University)H-Index: 17
Last. C.P.M. van der Vleuten (UM: Maastricht University)H-Index: 74
view all 4 authors...
AbstractAim: Self-assessment and reflection are essential for meaningful feedback. We aimed to explore whether the well-known Johari window model of self-awareness could guide feedback conversations between faculty and residents and enhance the institutional feedback culture.Methods: We had previously explored perceptions of residents and faculty regarding sociocultural factors impacting feedback. We re-analyzed data targeting themes related to self-assessment, reflection, feedback seeking and a...
5 CitationsSource
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Arguably, constructive alignment has been the major challenge for assessment in the context of problem-based learning (PBL). PBL focuses on promoting abilities such as clinical reasoning, team skills and metacognition. PBL also aims to foster self-directed learning and deep learning as opposed to rote learning. This has incentivized researchers in assessment to find possible solutions. Originally, these solutions were sought in developing the right instruments to measure these PBL-related skills...
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