Abstract
Background: Because competency-based assessment focuses on skill acquisition, educators need to provide feedback in resident training programs that is timely, specific, and actionable for improvement of these skills. Hattie and Timperley’s model offers medical faculty a tool for providing quality feedback.
Objective: The literature was reviewed to discover residency programs that use Hattie and Timperley’s Model for Feedback and to encourage faculty to consider utilization of Hattie and Timperley’s Model for Feedback for physician learners.
Methods: Google Scholar, Scopus, ERIC, and the Web of Science databases were searched for relevant articles. The inclusion criteria were peer-reviewed publications in English that referenced the Hattie and Timperley seminal article in studies of resident education.
Results: While the Hattie and Timperley seminal article is widely referenced in the literature (n=26,955), the Model for Feedback does not appear to be utilized as often in resident training program feedback processes. Themes emerged from this study that discuss feedback as resident assessment, assessment of feedback given to residents, and models for feedback that are being used to assess resident competence.
Conclusions: While Hattie and Timperley’s review article was frequently cited for background for feedback, the model does not appear to have been widely adopted as a framework for providing feedback for residents. Since faculty in residency training has the autonomy to choose their models and tools, the Hattie and Timperley Model for Feedback—focusing on a combination of assessment activities to enhance learning and teaching—should be considered.