Effective feedback in medical education
25
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
-
Upload
david-carless -
Category
Education
-
view
245 -
download
0
Transcript of Effective feedback in medical education
Effective feedback in medical education: how are
we doing? Professor David Carless
Faculty of Education University of Hong Kong
5th November, 2016
The University of Hong Kong
Overview
1. Aims
2. Feedback in educational research
3. Feedback in medical education
4. Conclusions
The University of Hong Kong
Aims of paper - Synthesize literature
- Raise key feedback issues
The University of Hong Kong
3 KEY EDUCATIONAL RESEARCH ARTICLES
The University of Hong Kong
The University of Hong Kong
Conceptual paper• Call for dialogues of different kinds even
within written feedback
• Peer feedback, inner dialogue (internal feedback)
(Nicol, 2010)
The University of Hong Kong
The University of Hong Kong
Interview studySustainable feedback: learners generating and using feedback from peers, self or teachers as part of self-regulated learning
(Carless et al. 2011)
The University of Hong Kong
The University of Hong Kong
Conceptual paper• If there is no action, then feedback has not
occurred
• Importance of curriculum & feedback design in developing student judgment
(Boud & Molloy, 2013)
The University of Hong Kong
3 KEY MEDICAL EDUCATION ARTICLES
The University of Hong Kong
The University of Hong Kong
Review article• Need to develop a feedback culture
• Feedback embedded implicitly or explicitly within all activities
(Archer, 2010)
The University of Hong Kong
The University of Hong Kong
GT study• 25 early career academics in Canada
• Learning from role models
• Negative feedback accepted when source is credible
(Watling, Driessen, van der Vleuten & Lingard, 2012)
The University of Hong Kong
The University of Hong Kong
Conceptual paper• Desire 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)
The University of Hong Kong
CONCLUSIONS
The University of Hong Kong
Feedback as dialogue• Dialogic aspirations
The University of Hong Kong
Key aim of feedback
To enhance learner ability to self-monitor during performance
The University of Hong Kong
Closing feedback loops
It’s only feedback if learners take some action
The University of Hong Kong
Feedback literacyThe further development of staff (and learner) feedback literacy
The University of Hong Kong
THANK YOU
The University of Hong Kong
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)
The University of Hong Kong
