[Home ] [Archive]    
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
:: Volume 13, Issue 10 (1-2014) ::
Iranian Journal of Medical Education 2014, 13(10): 869-885 Back to browse issues page
Feedback in Clinical Education: Concept, Barriers, and Strategies
Fariba Haghani, Mohammad Fakhari
, fakharedc@gmail.com
Abstract:   (12632 Views)
Introduction: Feedback acts like a mirror in which the learner can observe the reflection of his/her performance. It is an important factor in medical education as well but one of the most neglected ones. Understanding the mechanisms and methods of feedback in clinical practice is necessary. The aim of this study is to investigate and develop the concept of feedback and factors affecting it as well as introducing models and strategies proposed in this regard. Methods: Using keywords of feedback, education, clinical, and medicine, papers addressing feedback in medical education were searched. Databases such as ERIC, Magiran, SID, Irandoc, and Google Scholar search engine were used for searching. A total of 83 Farsi articles published after 2001 and English papers published during 2000-2013 were retrieved. Thirty three were excluded due to subject divergence and finally 50 articles were included, studied, and then analyzed. Results: A variety of definitions were found for the concept of feedback. One of the reasons for lack of conscensus on its definition is due to different perceptions of experts and learners. There are several factors affecting feedback and its effect on learners’ performance. The most one are learners themselves due to their vigorous recital for receiving feedback. More than a few models are represented on the ways of giving feedback and their common position is feedback sandwich and learners’ self-evaluation. Recently a model of feedback-card is also represented to objectify given feedbacks. There are expectations from learners that should be considered by them. Conclusion: Feedback is very important in education and learning. Identification of factors influencing feedback is necessary for medical faculties. Papers introduced some approaches, models and various proposals to aid teachers. Feedback is context-dependent concept and effectiveness of these approaches and models must be examined in specific context.
Keywords: Feedback, feedback card, medical education, clinical teaching.
Full-Text [PDF 304 kb]   (2115 Downloads)    
Type of Study: Review article | Subject: Clinical Teaching
Received: 2013/12/3 | Accepted: 2014/01/14 | Published: 2014/01/14
Send email to the article author

Add your comments about this article
Your username or Email:

CAPTCHA


XML   Persian Abstract   Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Haghani F, Fakhari M. Feedback in Clinical Education: Concept, Barriers, and Strategies. Iranian Journal of Medical Education. 2014; 13 (10) :869-885
URL: http://ijme.mui.ac.ir/article-1-3015-en.html


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 13, Issue 10 (1-2014) Back to browse issues page
مجله ایرانی آموزش در علوم پزشکی Iranian Journal of Medical Education
Persian site map - English site map - Created in 0.04 seconds with 30 queries by YEKTAWEB 4331