Variables that affect the process and outcome of feedback, relevant for medical training: a meta-review.
Context Feedback is considered important in medical education. The literature is not clear about the mechanisms that contribute to its effects, which are often small to moderate and at times contradictory. A variety of variables seem to influence the impact of feedback on learning. The aim of this s...
| Publicado en: | Medical Education Vol. 49; no. 7; pp. 658 - 674 |
|---|---|
| Autores principales: | , , , |
| Formato: | pictorial research systematic review tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jul2015
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=109804761&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 109804761 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03080110 ESF jtl: Medical Education issn: 03080110 maglogo: Y pubinfo: dt: Jul2015 vid: 49 iid: 7 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 109804761 103247020 10.1111/medu.12744 NLM26077214 109804761 ppf: 658 ppct: 16 formats: fmt: @attributes: type: P tig: atl: Variables that affect the process and outcome of feedback, relevant for medical training: a meta-review. aug: au: Ridder, J M Monica McGaghie, William C Stokking, Karel M Cate, Olle T J affil: Department of Education, Albert Schweitzer Hospital sug: subj: Education, Medical Task Performance and Analysis Feedback Methods Human Systematic Review Meta Analysis ERIC Database Psycinfo Medline Models, Theoretical ab: Context Feedback is considered important in medical education. The literature is not clear about the mechanisms that contribute to its effects, which are often small to moderate and at times contradictory. A variety of variables seem to influence the impact of feedback on learning. The aim of this study was to determine which variables influence the process and outcomes of feedback in settings relevant to medical education. Methods A myriad of studies on feedback have been conducted. To determine the most researched variables, we limited our review to meta-analyses and literature reviews published in the period from January 1986 to February 2012. According to our protocol, we first identified features of the feedback process that influence its effects and subsequently variables that influence these features. We used a chronological model of the feedback process to categorise all variables found. Results A systematic search of ERIC, Psyc INFO and MEDLINE yielded 1101 publications, which we reduced to 203, rejecting papers on six exclusion criteria. Of these, 46 met the inclusion criteria. In our four-phase model, we identified 33 variables linked to task performance (e.g. task complexity, task nature) and feedback reception (e.g. self-esteem, goal-setting behaviour) by trainees, and to observation (e.g. focus, intensity) and feedback provision (e.g. form, content) by supervisors that influence the subsequent effects of the feedback process. Variables from all phases influence the feedback process and effects, but variables that influence the quality of the observation and rating of the performance dominate the literature. There is a paucity of studies addressing other, seemingly relevant variables. Conclusions The larger picture of variables that influence the process and outcome of feedback, relevant for medical education, shows many open spaces. We suggest that targeted studies be carried out to expand our knowledge of these important aspects of feedback in medical education. pubtype: Academic Journal doctype: meta analysis pictorial research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|