Tag : feedback

MANUSCRIPT: Holistic feedback approach with video and peer discussion under teacher supervision.

BACKGROUND: High quality feedback is vital to learning in medical education but many students and teachers have expressed dissatisfaction on current feedback practices. Lack of teachers' insight into students' feedback requirements may be a key, which might be addressed by giving control to the students with student led feedback practices. The

ABSTRACT: ndividualized Performance Feedback to Surgical Residents Improves Appropriate Venous Thromboembolism Prophylaxis Prescription and Reduces Potentially Preventable VTE: A Prospective Cohort Study.

OBJECTIVE:To investigate the effect of providing personal clinical effectiveness performance feedback to general surgery residents regarding prescription of appropriate venous thromboembolism (VTE) prophylaxis.BACKGROUND:Residents are frequently charged with prescribing medications for patients, including VTE prophylaxis, but rarely receive individual performance feedback regarding these practice habits.METHODS:This prospective cohort study at the Johns

ABSTRACT: Barriers and Facilitators to Effective Feedback: A Qualitative Analysis of Data From Multispecialty Resident Focus Groups

BACKGROUND: Despite the importance of feedback, the literature suggests that there is inadequate feedback in graduate medical education. OBJECTIVE: We explored barriers and facilitators that residents in anesthesiology, emergency medicine, obstetrics and gynecology, and surgery experience with giving and receiving feedback during their clinical training. METHODS: Residents from 3 geographically diverse teaching institutions were recruited

ABSTRACT: Variables that affect the process and outcome of feedback, relevant for medical training: a meta-review.

CONTEXT: Feedback is considered important in medical education. The literature is not clear about the mechanisms that contribute to its effects, which are often small to moderate and at times contradictory. A variety of variables seem to influence the impact of feedback on learning. The aim of this study was to

ABSTRACT: Improving Learning Efficiency of Factual Knowledge in Medical Education

OBJECTIVE: The purpose of this review is to synthesize recent literature relating to factual knowledge acquisition and retention and to explore its applications to medical education. RESULTS: Distributing, or spacing, practice is superior to massed practice (i.e. cramming). Testing, compared to re-study, produces better learning and knowledge retention, especially if tested as retrieval

ABSTRACT: Learning culture and feedback: an international study of medical athletes and musicians

OBJECTIVES: Feedback should facilitate learning, but within medical education it often fails to deliver on its promise. To better understand why feedback is challenging, we explored the unique perspectives of doctors who had also trained extensively in sport or music, aiming to: (i) distinguish the elements of the response to feedback

ABSTRACT: The positive effect of immediate feedback on medical student education during the surgical clerkship

BACKGROUND AND AIMS: Feedback from faculty to medical students is vital in medical education. The objective of this study was to assess the feasibility and educational benefits of a program that incorporates seeking immediate feedback by students from their faculty during the third-year medical student core surgery clerkship. METHODS: Using a crossover model,

ABSTRACT: Undergraduate medical students’ perceptions on the quality of feedback received during clinical rotations

OBJECTIVE: This study aims to report undergraduate medical students' evaluation of the frequency and the quality of feedback received on their clinical performance during their clerkships. METHODS: This is a prospective observational study with a cross-sectional design including students from two cohorts (fifth and sixth years). In a structured interview, a questionnaire was

ABSTRACT: Debriefing 101: training faculty to promote learning in simulation-based training

BACKGROUND: Debriefing is recognized as essential for successful simulation-based training. Unfortunately, its effective use is variable. We developed a train the trainer workshop to teach key evidence-based components of effective debriefing. METHOD: A workshop focusing on best practices for debriefing in surgical simulation-based training was developed for the 2012 Annual Meeting of the

ABSTRACT: Learning culture and feedback: an international study of medical athletes and musicians

OBJECTIVES: Feedback should facilitate learning, but within medical education it often fails to deliver on its promise. To better understand why feedback is challenging, we explored the unique perspectives of doctors who had also trained extensively in sport or music, aiming to: (i) distinguish the elements of the response to feedback