One area of focus in Netter’s faculty development program this year is giving effective and timely feedback. Below are various resources for you to explore.
Teaching and Assessment for Medical Educators: Clinical Assessment, Evaluation, and Feedback Module. Link will require Blackboard login to access.
This course explains competency-based medical education and types of clinical assessments, and reviews strategies to help you provide better assessments of your learners and deliver more effective feedback. Category 1 CME Credit: 2 Hours
- A Tastier Feedback Sandwich
- Write the Best Feedback Ever
- Medical Students' Feedback on Feedback
The Netter TOLD ME (To Learn & Develop for Medical Educators) podcast series is for busy medical school faculty who want to expand their knowledge of teaching skills. Listen on iTunes, Spotify, or the QU website and visit the website to earn 1 Hour of Category 0.5 CME Credit for each podcast.
Hannon P, Timme K. The GO Ask Tell Ask Model: How Clinician Educators Can Give Effective Feedback. University of Utah School of Medicine, 2019.
Examples of Feedback Narratives in the Coach Program. University of Wisconsin School of Medicine and Public Health
Feedback - A Request from Internal Medicine Residents. University of Cincinnati Internal Medicine Residency Program. YouTube Video 2016.
Algiraigri AH. Ten tips for receiving feedback effectively in clinical practice. Med Educ Online. 2014 Jul 28;19:25141.
Archer JC. State of the science in health professional education: effective feedback. Med Educ. 2010;44:101-8. Blackboard access only
Burgess, A., van Diggele, C., Roberts, C. et al. Feedback in the clinical setting. BMC Med Educ 20, 460 (2020). https://doi.org/10.1186/s12909-020-02280-5
Ende J. Feedback in clinical medical education. JAMA. 1983;250:777-81. Blackboard access only
Hewson M, Little M. Giving feedback in medical education: verification of recommended techniques. J Gen Intern Med 1998;13:111-6.
Jamtvedt G, Young JM, Kristoffersen DT, O’Brien MA, Oxman AD. Audit and feedback: effects on professional practice and health care outcomes. Cochrane Database Syst Rev; 2006; Issue 1. Art. No.: CD000259. doi: 10.1002 ⁄ 14651858.CD000259.pub2. Blackboard access only
Kogan JR, Conforti LN, Bernabeo EC, Durning SJ, Hauer KE, Homboe ES. Faculty staff perceptions of feedback to residents after direct observation of clinical skills. Med Educ 2012;46:201-15. Blackboard access only
Long S, et al. Factors affecting perceived credibility of assessment in medical education: A scoping review. Adv Health Sci Educ Theory Pract. 2021 Sep 27. doi: 10.1007/s10459-021-10071-w. Epub ahead of print. PMID: 34570298. Blackboard access only
Meriwether KV, Petruska SB, Seed WN, Gaskins JT, Stewart JR. Factors Associated with Quality and Adequacy of Medical Student Feedback on Core Obstetrics and Gynecology Clerkships from the Student and Clerkship Director Perspective: Secondary Analyses of a Prospective Cohort Study. J Surg Educ. 2020 Sep-Oct;77(5):1121-1131. Blackboard access only
Moss HA, Derman PB, Clement RC. Medical student perspective: working toward specific and actionable clinical clerkship feedback. Med Teach. 2012;34(8):665-7. Blackboard access only
Perera J., et al. Formative feedback to students: the mismatch between faculty perceptions and student expectations. Med Teach. 2008;30(4):395-9. Blackboard access only
Ramani S, Krackov SK. Twelve tips for giving feedback effectively in the clinical environment. Med Teach. 2012;34(10):787-91. Blackboard access only
Schopper H, Rosenbaum M, Axelson R. 'I wish someone watched me interview:' medical student insight into observation and feedback as a method for teaching communication skills during the clinical years. BMC Med Educ. 2016 Nov 9;16(1):286.
Veloski J, Boex JR, Grasberger MJ, Evans A, Wolfson DB. Systematic review of the literature on assessment, feedback and physicians’ clinical performance. Med Teach 2006;28 (2):117–28. Blackboard access only