A Focus on Feedback: Improving Learner Engagement and Faculty Delivery of Feedback in Hospital Medicine

Kheyandra D. Lewis; Aarti Patel; Joseph O. Lopreiato

doi:10.1016/j.pcl.2019.03.011

A Focus on Feedback: Improving Learner Engagement and Faculty Delivery of Feedback in Hospital Medicine

Kheyandra D. Lewis^*, Aarti Patel, Joseph O. Lopreiato

^*Corresponding author for this work

Research output: Contribution to journal › Review article › peer-review

10 Scopus citations

Abstract

Feedback is an integral part of medical education. However, there is great variation of training and effectiveness of feedback delivery, especially in the inpatient setting. The unique learning environment provided in hospital medicine allows teachers the opportunity to provide feedback on learner performance under several longitudinal observations in areas such as direct patient care, procedural tasks, and interdisciplinary team leadership skills. Most important, feedback should occur on more than one occasion to truly empower change in knowledge, attitude, and skills. This article aims to provide the reader with foundational theories on feedback and strategies to use best practices for delivery.

Original language	English
Pages (from-to)	867-880
Number of pages	14
Journal	Pediatric Clinics of North America
Volume	66
Issue number	4
DOIs	https://doi.org/10.1016/j.pcl.2019.03.011
State	Published - Aug 2019

Keywords

Direct observation
Feedback
Hospital medicine
Learner
Medical education
Performance improvement
Self-assessment
Teacher

Access to Document

10.1016/j.pcl.2019.03.011

Cite this

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title = "A Focus on Feedback: Improving Learner Engagement and Faculty Delivery of Feedback in Hospital Medicine",

abstract = "Feedback is an integral part of medical education. However, there is great variation of training and effectiveness of feedback delivery, especially in the inpatient setting. The unique learning environment provided in hospital medicine allows teachers the opportunity to provide feedback on learner performance under several longitudinal observations in areas such as direct patient care, procedural tasks, and interdisciplinary team leadership skills. Most important, feedback should occur on more than one occasion to truly empower change in knowledge, attitude, and skills. This article aims to provide the reader with foundational theories on feedback and strategies to use best practices for delivery.",

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AU - Patel, Aarti

AU - Lopreiato, Joseph O.

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AB - Feedback is an integral part of medical education. However, there is great variation of training and effectiveness of feedback delivery, especially in the inpatient setting. The unique learning environment provided in hospital medicine allows teachers the opportunity to provide feedback on learner performance under several longitudinal observations in areas such as direct patient care, procedural tasks, and interdisciplinary team leadership skills. Most important, feedback should occur on more than one occasion to truly empower change in knowledge, attitude, and skills. This article aims to provide the reader with foundational theories on feedback and strategies to use best practices for delivery.

KW - Direct observation

KW - Feedback

KW - Hospital medicine

KW - Learner

KW - Medical education

KW - Performance improvement

KW - Self-assessment

KW - Teacher

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