Qualitative and quantitative feedback in the context of competency-based education

Abstract Research indicates the importance and usefulness of feedback, yet with the shift of medical curricula toward competencies, feedback is not well understood in this context. This paper attempts to identify how feedback fits within a competency-based curriculum. After careful consideration of the literature, the following conclusions are drawn: (1) Because feedback is predicated on assessment, the assessment should be designed to optimize and prevent inaccuracies in feedback; (2) Giving qualitative feedback in the form of a conversation would lend credibility to the feedback, address emotional obstacles and create a context in which feedback is comfortable; (3) Quantitative feedback in the form of individualized data could fulfill the demand for more feedback, help students devise strategies on how to improve, allow students to compare themselves to their peers, recognizing that big data have limitations; and (4) Faculty development needs to incorporate and promote cultural and systems changes with regard to feedback. A better understanding of the role of feedback in competency-based education could result in more efficient learning for students.

[1]  L. Lingard,et al.  Rules of Engagement: Residents’ Perceptions of the In-Training Evaluation Process , 2008, Academic medicine : journal of the Association of American Medical Colleges.

[2]  V. Shute.  Focus on Formative Feedback , 2007 .

[3]  P. Teunissen,et al.  Guidelines: the do’s, don’ts and don’t knows of feedback for clinical education , 2015, Perspectives on medical education.

[4]  Thomas M. Bennett.  The relationship between the subordinate's perception of the leadership style of IT managers and the subordinate's perceptions of IT manager's ability to inspire extra effort, to be effective, and to enhance satisfaction with management , 2009 .

[5]  E. Jacobson,et al.  Development and Implementation of an Objective Structured Teaching Exercise (OSTE) to Evaluate Improvement in Feedback Skills Following a Faculty Development Workshop , 2003, Teaching and learning in medicine.

[6]  L. Lingard,et al.  Learning culture and feedback: an international study of medical athletes and musicians , 2014, Medical education.

[7]  A. Kluger,et al.  The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. , 1996 .

[8]  Alan Skelton,et al.  Getting the Message Across: The problem of communicating assessment feedback , 2001 .

[9]  K. Glanz,et al.  Nutrition assessment and counseling practices , 1995, Journal of General Internal Medicine.

[10]  Lisa D Howley,et al.  Direct Observation of Students during Clerkship Rotations: A Multiyear Descriptive Study , 2004, Academic medicine : journal of the Association of American Medical Colleges.

[11]  K. Eva,et al.  Factors influencing responsiveness to feedback: on the interplay between fear, confidence, and reasoning processes , 2011, Advances in health sciences education : theory and practice.

[12]  Michael Fordis,et al.  Accuracy of physician self-assessment compared with observed measures of competence: a systematic review. , 2006, JAMA.

[13]  Désirée D. Mansvelder-Longayroux,et al.  Faculty Development in the Health Professions: A Focus on Research and Practice , 2014 .

[14]  P. O'Malley,et al.  Faculty development seminars based on the one-minute preceptor improve feedback in the ambulatory setting , 2002, Journal of General Internal Medicine.

[15]  Jeremy M. Grimshaw,et al.  Practice Feedback Interventions: 15 Suggestions for Optimizing Effectiveness , 2016, Annals of Internal Medicine.

[16]  P. O'Malley,et al.  Interactive faculty development seminars improve the quality of written feedback in ambulatory teaching , 2003, Journal of General Internal Medicine.

[17]  Jane M. Young,et al.  Audit and feedback: effects on professional practice and healthcare outcomes. , 2012, The Cochrane database of systematic reviews.

[18]  L. Lingard,et al.  Beyond individualism: professional culture and its influence on feedback , 2013, Medical education.

[19]  W. Iobst,et al.  Direct Observation of Faculty With Feedback: An Effective Means of Improving Patient-Centered and Learner-Centered Teaching Skills , 2007, Teaching and learning in medicine.

[20]  D. Simpson,et al.  A pleasure to work with--an analysis of written comments on student evaluations. , 2001, Ambulatory pediatrics : the official journal of the Ambulatory Pediatric Association.

[21]  Y. Steinert.  Learning from Experience: From Workplace Learning to Communities of Practice , 2014 .

[22]  Larry Ambrose,et al.  The power of feedback. , 2002, Healthcare executive.

[23]  W. McGaghie,et al.  Variables that affect the process and outcome of feedback, relevant for medical training: a meta‐review , 2015, Medical education.

[24]  G. Regehr,et al.  The “Educational Alliance” as a Framework for Reconceptualizing Feedback in Medical Education , 2015, Academic medicine : journal of the Association of American Medical Colleges.

[25]  L. Pangaro,et al.  How well do internal medicine faculty members evaluate the clinical skills of residents? , 1992, Annals of internal medicine.

[26]  Vimla L Patel,et al.  Faculty development in assessment: the missing link in competency-based medical education. , 2011, Academic medicine : journal of the Association of American Medical Colleges.

[27]  D. Long,et al.  Competency-based medical education: theory to practice , 2010, Medical teacher.

[28]  R. Cebul,et al.  The validity of an essay test of clinical judgment , 1990, Academic medicine : journal of the Association of American Medical Colleges.

[29]  Glenn Regehr,et al.  Failure to Fail: The Perspectives of Clinical Supervisors , 2005, Academic medicine : journal of the Association of American Medical Colleges.

[30]  R. Yudkowsky,et al.  Using standardised students in faculty development workshops to improve clinical teaching skills , 2003, Medical education.

[31]  H. Brukner,et al.  Giving effective feedback to medical students: a workshop for faculty and house staff. , 1999, Medical teacher.

[32]  Joan Sargeant,et al.  Facilitated Reflective Performance Feedback: Developing an Evidence- and Theory-Based Model That Builds Relationship, Explores Reactions and Content, and Coaches for Performance Change (R2C2) , 2015, Academic medicine : journal of the Association of American Medical Colleges.

[33]  Lorelei Lingard,et al.  Reading between the lines: faculty interpretations of narrative evaluation comments , 2015, Medical education.