Feedback in the clinical setting

Provision of feedback forms an integral part of the learning process. Receipt of feedback enriches the learning experience, and helps to narrow the gap between actual and desired performance. Effective feedback helps to reinforce good practice, motivating the learner towards the desired outcome. How...

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Detalles Bibliográficos
Autores principales: Burgess, Annette, van Diggele, Christie, Roberts, Chris, Mellis, Craig
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2020
Materias:
Review
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7712594/
https://www.ncbi.nlm.nih.gov/pubmed/33272265
http://dx.doi.org/10.1186/s12909-020-02280-5
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author Burgess, Annette
van Diggele, Christie
Roberts, Chris
Mellis, Craig
author_facet Burgess, Annette
van Diggele, Christie
Roberts, Chris
Mellis, Craig
author_sort Burgess, Annette
collection PubMed
description Provision of feedback forms an integral part of the learning process. Receipt of feedback enriches the learning experience, and helps to narrow the gap between actual and desired performance. Effective feedback helps to reinforce good practice, motivating the learner towards the desired outcome. However, a common complaint from learners is that the receipt of feedback is infrequent and inadequate. This paper briefly explores the role of feedback within the learning process, the barriers to the feedback process, and practical guidelines for facilitating feedback.
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spelling pubmed-77125942020-12-03 Feedback in the clinical setting Burgess, Annette van Diggele, Christie Roberts, Chris Mellis, Craig BMC Med Educ Review Provision of feedback forms an integral part of the learning process. Receipt of feedback enriches the learning experience, and helps to narrow the gap between actual and desired performance. Effective feedback helps to reinforce good practice, motivating the learner towards the desired outcome. However, a common complaint from learners is that the receipt of feedback is infrequent and inadequate. This paper briefly explores the role of feedback within the learning process, the barriers to the feedback process, and practical guidelines for facilitating feedback. BioMed Central 2020-12-03 /pmc/articles/PMC7712594/ /pubmed/33272265 http://dx.doi.org/10.1186/s12909-020-02280-5 Text en © The Author(s) 2020 Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
spellingShingle Review
Burgess, Annette
van Diggele, Christie
Roberts, Chris
Mellis, Craig
Feedback in the clinical setting
title Feedback in the clinical setting
title_full Feedback in the clinical setting
title_fullStr Feedback in the clinical setting
title_full_unstemmed Feedback in the clinical setting
title_short Feedback in the clinical setting
title_sort feedback in the clinical setting
topic Review
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7712594/
https://www.ncbi.nlm.nih.gov/pubmed/33272265
http://dx.doi.org/10.1186/s12909-020-02280-5
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