Effective feedback in medical education

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Effective feedback in medical education: how are we doing? Professor David Carless Faculty of Education University of Hong Kong 5 th November, 2016 The University of Hong Kong

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  • 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



  • 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)


  • 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)


  • Feedback as dialogueDialogic aspirations

  • Key aim of feedback

    To enhance learner ability to self-monitor during performance


  • Closing feedback loopsIts only feedback if learners take some action

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


  • 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)