Feedback in Clinical Medical Education: Then vs. Now
Main Article Content
Abstract
Feedback is a challenging skill in clinical medical education and is critical to student learning and patient safety/outcomes. At the 40th anniversary of Dr. Jack Ende’s seminal paper on feedback, we ask what approaches and concepts have withstood the test of time and how the conversation on feedback has evolved for modern-day medical education. To answer this question, we performed a qualitative study, comparing text related to feedback in Dr. Ende’s historic 1983 article “Feedback in Clinical Medical Education” to 24 transcribed interviews of clinician-educators on the Teaching in Medicine podcast in 2020. We conducted a thematic analysis of the two data sets. In the 1980s, the case for feedback was just emerging with a focus on the lack of feedback given. Current conversations have gained complexity with new considerations given to bidirectional feedback and feedback in the context of unique settings. Certain concepts persist, with the importance of a safe learning environment at the forefront of discussions both then and now.
Article Details
The Medical Research Archives grants authors the right to publish and reproduce the unrevised contribution in whole or in part at any time and in any form for any scholarly non-commercial purpose with the condition that all publications of the contribution include a full citation to the journal as published by the Medical Research Archives.
References
2. Ramani S, Krackov SK. Twelve tips for giving feedback effectively in the clinical environment. Medical Teacher. 2012;34:787-791.
3. Burgess A, van Diggele C, Roberts C, Mellis C. Feedback in the clinical setting. BMC Medical Education. 2020;20(suppl 2),460.
4. Orsini C, Rodrigues V, Tricio J, Rosel M. Common models and approaches for the clinical educator to plan effective feedback encounters. J Educ Eval Health Prof.2022;19:35.
5. Soemantri D, Nurokhmanti H, Qomariyah N, Claramita M. The Practice of Feedback in Health Professions Education in the Hierarchical and Collectivistic Culture: a Scoping Review. Med Sci Educ. 2022;32(5):1219-1229.
6. Fuentes-Cimma J, Sluijsmans D, Riquelme A, et al. Designing feedback processes in the workplace-based learning of undergraduate health professions education: a scoping review. BMC Medical Education. 2024;24:440.
7. The Podcast Consumer 2024. Edison Research. Published May 16, 2024. Accessed November 5, 2024. https://www.edisonresearch.com/the-podcast-consumer-2024-by-edison-research/.
8. Purdy E, Thoma B, Bednarczyk J, Migneault D, Sherbino J. The use of free online educational resources by Canadian emergency medicine residents and program directors. CJEM. 2015;17(2):101-106.
9. Tarchichi TR, Szymusiak J. Continuing medical education in the time of social distancing: The case for expanding podcast usage for continuing education. J Contin Educ Health Prof. 2021;41(1):70-74.
10. Timme K. Teaching in Medicine Podcast. Accessed November 5, 2024. https://podcasters.spotify.com/pod/show/teachinginmedicine.
11. Kigler ME, Varpio L. Thematic analysis of qualitative data: AMEE Guide No. 131. Med Teach. 2020;42(8):846-854.
12. Braun V, Clarke V. Using thematic analysis in psychology. Qual Res Psychol. 2006;3(2):77-101.
13. Ajjawi R, Bearman M, Sheldrake M, et al. The influence of psychological safety on feedback conversations in general practice training. Med Educ. 2022;56(11):1096-1104.
14. Chaou C-H, Monrouxe LV, Chang L-C, et al. Challenges of feedback provision in the workplace: A qualitative study of emergency medicine residents and teachers. Med Teach. 2017;39(11):1145-1153.
15. Allsop S, McKinley RK, Douglass C, et al. Every doctor an educator? Med Teach. 2023;45(6):559-564.