BACKGROUND: Feedback on the wards is an important component of medical student education. Medical schools have incorporated formalized feedback mechanisms such as clinical encounter cards and standardized patient encounters into clinical curricula. However, the system could be further improved as medical students frequently feel uncomfortable requesting feedback, and are often dissatisfied with the quality of the feedback they receive. AIMS: This article explores the shortcomings of the existing medical student feedback system and examines the relevant literature in an effort to shed light on areas in which the system can be enhanced. The discussion focuses on resident-provided feedback but is broadly applicable to delivering feedback in general. METHODS: A review of the organizational psychology and business administration literature on fostering effective feedback was performed. These insights were then applied to the setting of medical education. RESULTS: Providing effective feedback requires training and forethought. Feedback itself should be specific and actionable. CONCLUSION: Utilizing these strategies will help medical students and educators get the most out of existing feedback systems.
BACKGROUND: Feedback on the wards is an important component of medical student education. Medical schools have incorporated formalized feedback mechanisms such as clinical encounter cards and standardized patient encounters into clinical curricula. However, the system could be further improved as medical students frequently feel uncomfortable requesting feedback, and are often dissatisfied with the quality of the feedback they receive. AIMS: This article explores the shortcomings of the existing medical student feedback system and examines the relevant literature in an effort to shed light on areas in which the system can be enhanced. The discussion focuses on resident-provided feedback but is broadly applicable to delivering feedback in general. METHODS: A review of the organizational psychology and business administration literature on fostering effective feedback was performed. These insights were then applied to the setting of medical education. RESULTS: Providing effective feedback requires training and forethought. Feedback itself should be specific and actionable. CONCLUSION: Utilizing these strategies will help medical students and educators get the most out of existing feedback systems.
Authors: Christina E Johnson; Jennifer L Keating; David J Boud; Megan Dalton; Debra Kiegaldie; Margaret Hay; Barry McGrath; Wendy A McKenzie; Kichu Balakrishnan R Nair; Debra Nestel; Claire Palermo; Elizabeth K Molloy Journal: BMC Med Educ Date: 2016-03-22 Impact factor: 2.463