Effective feedback in medical education: how are we doing? Professor David CarlessFaculty of Education University of Hong Kong5th November, 2016

OverviewAims Feedback in educational researchFeedback in medical educationConclusions

Aims of paper Synthesize literature

Raise key feedback issues

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3 KEY EDUCATIONAL RESEARCH ARTICLES

Conceptual paperCall for dialogues of different kinds even within written feedback

Peer feedback, inner dialogue (internal feedback)

(Nicol, 2010)

Interview studySustainable feedback: learners generating and using feedback from peers, self or teachers as part of self-regulated learning

(Carless et al. 2011)

Conceptual paperIf there is no action, then feedback has not occurred

Importance of curriculum & feedback design in developing student judgment

(Boud & Molloy, 2013)

3 KEY MEDICAL EDUCATION ARTICLES

Review articleNeed to develop a feedback culture

Feedback embedded implicitly or explicitly within all activities

(Archer, 2010)

GT study25 early career academics in Canada

Learning from role models

Negative feedback accepted when source is credible

(Watling, Driessen, van der Vleuten & Lingard, 2012)

Conceptual paperDesire for feedback, conflicts with fears of critical appraisal

Feedback not a product but a process of negotiation within a supportive relationship

(Telio, Ajjawi & Regehr, 2015)

CONCLUSIONS

Feedback as dialogueDialogic aspirations

Key aim of feedback

To enhance learner ability to self-monitor during performance

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Closing feedback loopsIts only feedback if learners take some action

Feedback literacyThe further development of staff (and learner) feedback literacy

THANK YOU

Defining feedback A dialogic process in which learners make sense of information from varied sources and use it to enhance the quality of their work or learning strategies.

Carless (2015, p.192) building on Boud & Molloy (2013)

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