The power of feedback

  title={The power of feedback},
  author={John J. Norcini},
  journal={Medical Education},
  • J. Norcini
  • Published 1 January 2010
  • Psychology
  • Medical Education
Clearly a diligent, comprehensive, detailed but readable analysis of the literature surrounding diagnostic and management errors and clinical reasoning is still a goal worth aiming for, but Norman and Eva have made an impressive start. This is not an ‘all or none’ situation; diagnostic reasoning is only one part of the equation. What the clinician does with the information in terms of management, including making a personal recognition of the possibility of error and ensuring the presence of… 
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The Hattie and Timperley review brought into focus the ’type’ of feedback and its influence on achievement, and it is interesting to see that with even small changes in the way feedback is delivered, the effect sizes can vary.
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Introduction Clinical education has moved to a ‘competency-based’ model with an emphasis on workplace-based learning and assessment which, in turn, depends on feedback to be effective. Further, the
O significado do feedback: um olhar de estudantes de medicina
Abstract: Introduction: The teaching-learning process in health involves a binomial: on the one hand, teaching (the teacher and the institution) and, on the other hand, the students and their ability
Strategies for providing effective feedback during preceptorship: Perspectives from an Omani hospital
Six strategies for giving effective feedback to preceptors at Sultan Qaboos University Hospital emerged, among them providing feedback that is regular and timely; clear and focused; empha- sising preceptees’ performance and progress, as well as respecting preceptee feelings, views and privacy.
Quality of written feedback given to medical students after introduction of real-time audio monitoring of clinical encounters
Using live audio monitoring improved the quality of written feedback given to trainees, as judged by the trainees themselves and also using an exploratory grading rubric, and was well received by both faculty and trainees.
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The overconfidence-effects demonstrated in post-graduates in other settings and different professions are confirmed, that the effect occurs before start of the academic course with need for educational intervention at the very beginning.
University of Groningen Feedback during clerkships : the role of culture
In collectivistic cultures, group feedback may add to the array of educational measures that optimize student learning and consistency between culture and type of feedback may be important for the effectiveness of feedback.
Effect of feedback from standardized patients on medical students’ performance and perceptions of the neurological examination
Background: Feedback can have a powerful influence on the performance of learners, and has traditionally been provided by faculty. Aim: This study set out to explore whether feedback from a


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the total number of papers may exceed 10,000. Nevertheless, cost consideration forced us to consider mostly published papers and technical reports in English. 4 Formula 4 in Seifert (1991) is in
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The results indicated that feedback may be more effective when baseline performance is low, the source is a supervisor or colleague, it is provided more than once, and the role of context and the targeted clinical behaviour was assessed.
Systematic review of the literature on assessment, feedback and physicians’ clinical performance: BEME Guide No. 7
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Audit and feedback: effects on professional practice and health care outcomes.
Audit and feedback can be effective in improving professional practice when it is effective and is likely to be greater when baseline adherence to recommended practice is low and when feedback is delivered more intensively.
The Instructional Effect of Feedback in Test-Like Events
Feedback is an essential construct for many theories of learning and instruction, and an understanding of the conditions for effective feedback should facilitate both theoretical development and
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The theory of formative assessment outlined in this article is relevant to a broad spectrum of learning outcomes in a wide variety of subjects. Specifically, it applies wherever multiple criteria are
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Classroom-process data indicate that teachers’ verbal praise cannot be equated with reinforcement. Typically, such praise is used infrequently, without contingency, specificity, or credibility. Often