What is feedback in clinical education?

By J. V. D. van de Ridder, K. Stokking, W. McGaghie, Olle Th J ten Cate. Medical Education, 2008

678 citations recorded by the source corpus.

Subfields: Education, Public Health, Environmental and Occupational Health

View Paper: https://www.semanticscholar.org/paper/e411b553fd3fa2a57ef58d5fd2f19a8d83f555a4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Linda van den Bergh
2. Anthony R. Artino Jr.
3. Anje Ros
4. D. A. Cook
5. R. Simon
6. J. Rudolph
7. D. Raemer
8. W. Eppich

In Public Health, Environmental and Occupational Health

1. P. Erwin
2. Marc M. Triola
3. D. A. Cook
4. B. Zendejas
5. Ryan Brydges
6. S. Hamstra
7. R. Hatala
8. Hyun Soo Chung

Citations in the corpus

• Improving Teacher Feedback During Active Learning (2014, background): “As stated in the introduction, feedback is defined as ‘‘specific information about the comparison between a student’s observed performance and a standard, given with the intent to improve the student’s performance’’ (Van de Ridder et al., 2008, p. 193).”
• Computerized Virtual Patients in Health Professions Education: A Systematic Review and Meta-Analysis (2010, background): “Frameworks such as multimedia learning, 96,97 analytical and nonanalytical reasoning, 19 deliberate practice, 98 and formative feedback 99,100 may be useful.”
• Academic self-efficacy: from educational theory to instructional practice (2012, background): “Honest, explicit feedback, in the form of verbal persuasion and/or rewards that are given contingent upon performance, provides efficacy information to learners and encourages their continued movement toward goal attainment [17, 18].”
• Simulation in healthcare education: A best evidence practical guide. AMEE Guide No. 82 (2013, background): “Van de Ridder and colleagues operationalize the definition of feedback in clinical education as ‘‘ specific information about the comparison between a trainee’s observed performance and a standard, given with the intent to improve the trainee’s performance ’’ (Van de Ridder et al. 2008).”
• Debriefing as formative assessment: closing performance gaps in medical education. (2008, background): “For feedback to be helpful it must be accurate and timely.(21,38,39) Note that in Step 2, depicted in Table 2, the instructor expresses her concern directly, respectfully (i.”
• The role of assessment in competency-based medical education (2010, background): “Feedback in clinical education is a complex process involving specific skills that must be tightly integrated into the assessment system (van der Ridder et al. 2008).”
• Mastery Learning for Health Professionals Using Technology-Enhanced Simulation: A Systematic Review and Meta-Analysis (2013, background): “Feedback plays an essential role in learning 38 and is critical to the mastery learning model.”