Author | Title | Year | Publication | Type of document | Country/Origin | Aim of the study | Discipline |
---|---|---|---|---|---|---|---|
Adamson, E; Kinga, L; Foy, L; McLeodb, M; Traynor, J; Watson, W; Gray, W | Feedback in clinical practice: Enhancing the students’ experience through action research | 2018 | Nurse Education in Practice | Original paper | UK | To raise awareness, and provide support and training for mentors within clinical practice in relation to the provision of explicit and appropriate feedback to students on their practice To enhance student nurse understanding of the many forms that feedback within placements might take and how to apply this to their practice | Nursing |
Al-Mously, N; Nabil, N; Al-Babtain, S; Fouad Abbas, M | Undergraduate medical students' perceptions on the quality of feedback received during clinical rotations | 2014 | Medical Teacher | Original paper | Saudi Arabia | To report undergraduate medical students' evaluation of the frequency and the quality of feedback received on their clinical performance during their clerkships | Medicine |
Bates, J; Konkin, J; Suddards, C; Dobson, S; Pratt, D | Student perceptions of assessment and feedback in longitudinal integrated clerkships | 2013 | Medical Education | Original paper | Canada | To elucidate how the learning environment and the student-preceptor relationship influence student experiences of being assessed | Medicine |
Bennett, A; Goldenhar, L; Stanford, K | Utilization of a Formative Evaluation Card in a Psychiatry Clerkship | 2006 | Academic Psychiatry | Original paper | USA | To discuss how formative feedback to medical students during their clinical rotations facilitates their successfully meeting the rotation’s educational objectives | Medicine |
Bing-You, R; Hayes, V; Palka, T; Ford, M; Trowbridge, R | The Art (and Artifice) of Seeking Feedback: Clerkship Students’ Approaches to Asking for Feedback | 2018 | Academic Medicine | Original paper | USA | To explore feedback-seeking behaviours of medical students within clerkship | Medicine |
Bing-You, R; Hayes, V; Varaklis, K; Trowbridge, R; Kemp, H; McKelvy, D | Feedback for Learners in Medical Education: What is Known? A Scoping Review | 2017 | Academic Medicine | Review | USA | To explore what is known about feedback as a means of learner improvement in the field of medical education | N/A |
Bing-You, R; Varaklis, K; Trowbridge, R; Kemp, H; McKelvy, D | The Feedback Tango: An Integrative Review and Analysis of the Content of the Teacher-Learner Feedback Exchange | 2018 | Academic Medicine | Review | USA | To conduct an integrative review and analysis of the literature on the content of feedback to learners in medical education | N/A |
Bok, H; Jaarsma, D; Spruijt, A; van Beukelen, P; van der Vleuten, C; Teunissen, P | Feedback-giving behaviour in performance evaluations during clinical clerkships | 2016 | Medical Teacher | Original paper | Netherlands | To investigate teachers’ use of mini-CEX in performance evaluations to provide narrative feedback in undergraduate clinical training | Veterinary medicine |
Bok, Harold G J; Teunissen, Pim W; Spruijt, Annemarie; Fokkema, Joanne P I; Van Beukelen, Peter; Jaarsma, Debbie A D C; Van Der Vleuten, Cees P M | Clarifying students' feedback-seeking behaviour in clinical clerkships | 2013 | Medical Education | Original paper | Netherlands | To explore students’ feedback-seeking behaviours in the clinical workplace | Veterinary medicine |
Calleja, P.; Harvey, T.; Fox, A.; Carmichael, M | Feedback and clinical practice improvement: A tool to assist workplace supervisors and students | 2016 | Nurse Education in Practice | 2016 | Australia | To evaluate the implementation of the feedback and clinical practice improvement tool and processes, and identify common conduits and barriers identified as impacting on learning | Nursing; Radiation Therapy |
Carey, E; Wu, C; Hur, E; Hasday, S; Rosculet, N; Kemp, M; Weir, S; Ryszawa, S; Sandhu, G; Hughes, D; Reddy, R | Evaluation of Feedback Systems for the Third-Year Surgical Clerkship | 2017 | Journal of Surgical Education | 2017 | USA | To compare faculty-to-student feedback rates from 2 different data sets: direct observation cards and end-of-clerkship questionnaires | Medicine |
Crommelinck, M; Anseel, F | Understanding and encouraging feedback-seeking behaviour: a literature review | 2013 | Medical Education | Review | Belgium | To review the literature on feedback-seeking behaviour using a self-motives framework and to provide practical recommendations for medical educators on how to encourage feedback-seeking behaviour | Medicine |
Daelmans, H; Overmeer, R; Van Der Hem-Stokroos, H; Scherpbier, A; Stehouwer, C; Van Der Vleuten, C; | In-training assessment: qualitative study of effects on supervision and feedback in an undergraduate clinical rotation | 2006 | Medical Education | Original paper | Netherlands | To investigate an in-training assessment (ITA) programme in action and to explore its effects on supervision and feedback | Medicine |
DeWitt, D; Carline, J; Paauw, D; Pangaro, L | Pilot study of a 'RIME'-based tool for giving feedback in a multi-specialty longitudinal clerkship | 2008 | Medical Education | Original paper | UK | To develop and pilot a RIME-based feedback tool | Medicine |
Dolan, B; O´Brien, C; Green, M | Including Entrustment Language in an Assessment Form May Improve Constructive Feedback for Student Clinical Skills | 2017 | Medical Science Educator | Original paper | USA | To determine if faculty provide more constructive and specific feedback to learners after the inclusion of an assessment item including entrustment language in standard assessment forms | Medicine |
Duijn, C; Welink, L; Mandoki, M; ten Cate, O; Kremer, W; Bok, H | Am I ready for it? Students’ perceptions of meaningful feedback on entrustable professional activities | 2017 | Perspectives on Medical Education | Original paper | Netherlands and Hungary | To illustrate what students’ perceptions are of meaningful feedback viewed as conducive in preparing for performing EPA unsupervised | Medicine and Veterinary |
Elnicki, D Michael; Zalenski, Dianne | Integrating medical students' goals, self-assessment and preceptor feedback in an ambulatory clerkship | 2013 | Teaching and Learning in Medicine | Original paper | USA | To determine whether student self-assessment and preceptor feedback correlate with course outcomes and whether preceptor feedback informs student self-assessment | Medicine |
Embo, M; Driessen, E; Valcke, M; van der Vleuten, C | Assessment and feedback to facilitate self-directed learning in clinical practice of midwifery students | 2010 | Medical Teacher | Original paper | Belgium | To explore students’ perceptions about a newly introduced integrated feedback and assessment instrument to support self- directed learning in clinical practice | Midwifery |
Eva, K; Armson, H; Holmboe, E; Lockyer, J | Factors influencing responsiveness to feedback: on the interplay between fear, confidence, and reasoning processes | 2016 | Advances in Health Sciences Education | Original paper | Canada, UK,The Netherlands, USA, Australia | To explore factors which aid or hinder receptivity to feedback | Medicine and Midwifery |
Farrell, L; Bourgeois-Law, G; Ajjawi, R; Regehr, G | An autoethnographic exploration of the use of goal-oriented feedback to enhance brief clinical teaching encounters | 2017 | Advances in Health Sciences Education | Original paper | Canada and Australia | To explore the use of goal-oriented feedback in brief encounters with learners | Medicine |
Fernando, N; Cleland, J; McKenzie, H; Cassar, K | Identifying the factors that determine feedback given to undergraduate medical students following formative mini-CEX assessments | 2008 | Medical Education | Original paper | UK | To examine the factors that determine provision of feedback to students follow- ing mini-clinical evaluation exercise (mini-CEX) assessments | Medicine |
Garino, Alexandria | Ready, willing and able: a model to explain successful use of feedback | 2020 | Advances in Health Sciences Education | Original paper | USA | To examine the behaviors and learner characteristics that contribute to successful use of feedback. To explore how medicine and physician assistant students engage with feedback and if motivational goals could explain learner differences | Medicine and Physician Assistants |
Garner, Matthew S.; Gusberg, Richard J.; Kim, Anthony W | The Positive Effect of Immediate Feedback on Medical Student Education During the Surgical Clerkship | 2014 | Surgical Education | Original paper | USA | To determine if providing feedback Immediately following a meaningful interaction with surgical faculty would be advantageous to the medical student learning in their third-year clerkship | Medicine |
Haffling, A; Beckman, A; Edgren, G | Structured feedback to undergraduate medical students: 3 years’ experience of an assessment tool | 2011 | Medical Teacher | Original paper | Sweden | To investigate the outcome of long-term use of an assessment tool | Medicine |
Harrison, C. J., Könings, K. D., Dannefer, E. F., Schuwirth, L. W., Wass, V., & van der Vleuten, C. P | Factors inffuencing students’ receptivity to formative feedback emerging from different assessment cultures | 2016 | Perspectives on Medical Education | Original paper | USA and Canada | To better inform various educationally relevant activities including undergraduate and postgraduate training prac- tices, remediation, continuing education, and knowledge translation | Medicine and Midwifery |
Harrison, C; Könings, K; Schuwirth, L; Wass, V; van der Vleuten, C | Changing the culture of assessment: the dominance of the summative assessment paradigm | 2017 | BMC Medical Education | Original paper | UK | To explore an institution’s readiness to adopt initial changes which would help an organisation move towards an assessment for learning culture | Medicine |
Harvey, P; Radomski, N; O’Connor, D | Written feedback and continuity of learning in a geographically distributed medical education program | 2013 | Medical Teacher | Original paper | Australia | To investigate how clinical supervisors construct performance orientated written feedback and learning goals for medical students in a geographically distributed medical education (GDME) programme | Medicine |
Hochberg, M; Berman, R; Ogilvie, J; Yingling, S; Lee, S; Pusic, M; Pachter, HL | Midclerkship feedback in the surgical clerkship: the "Professionalism, Reporting, Interpreting, Managing, Educating, and Procedural Skills" application utilizing learner self-assessment | 2017 | The American Journal of Surgery | Original paper | USA | To determine the feasibility of collecting and comparing student self-assessment with that of their preceptors using an iPad application | Medicine |
Holmboe, E; Yepes, M; Williams, F; Huot, S | Feedback and the mini clinical evaluation exercise | 2004 | Journal of General Internal Medicine | Original paper | USA | To examine how often faculty provided recommendations and used interactive techniques when providing feedback as part of a miniCEX | Medicine |
Johnson, C; Keating, J; Molloy, E | Psychological safety in feedback: What does it look like and how can educators work with learners to foster it? | 2020 | Medical Education | Original paper | Australia | To explore psychological safety in workplace feedback and how can educators work with learners to foster it | Medicine |
Joshi, A; Generalla, J; Thompson, B; Haidet, P | Facilitating the Feedback Process on a Clinical Clerkship Using a Smartphone Application | 2017 | Academic Psychiatry | Original paper | USA | To evaluate the effects of a smartphone-triggered method of feedback delivery on students’ perceptions of the feedback process | Medicine |
Kiger, Michelle E; Riley, Caylin; Stolfi, Adrienne; Morrison, Stephanie; Burke, Ann; Lockspeiser, Tai | Use of Individualized Learning Plans to Facilitate Feedback Among Medical Students | 2020 | Teaching and Learning in Medicine | Original paper | USA | To determine whether having medical students share their ILPs with their attending physicians or supervising residents affected (1) the quality of the feedback they received, as measured by a feedback scoring rubric; (2) the degree of correlation between the content of the learners’ ILPs and the content of their feedback; and (3) learner perceptions of their feedback | Medicine |
Kogan JR; Shea JA | Implementing feedback cards in core clerkships | 2008 | Medical Education | Original paper | USA | To determine the feasibility of a cross-clerkship feedback encounter card system, describe the content of feedback requested and received during the core clerkships, and examine student satisfaction with the feedback card system | Medicine |
Lefroy, J; Walters, B; Molyneux, A; Smithson, S | Can learning from workplace feedback be enhanced by reflective writing? A realist evaluation in UK undergraduate medical education | 2021 | Education for Primary Care | Original paper | UK | To explain what it is about the ‘Learning from feedback’ system which is working or not working for students and why | Medicine |
Long, S; Rodriguez, C; St-Onge, C; Tellier, PP; Torabi, N; Young, M | Factors affecting perceived credibility of assessment in medical education: A scoping review | 2022 | Advances in Health Sciences Education | Scoping review | Canada | To understand how to support learner engagement with assessment-generated feedback by documenting assessment practices perceived as credible (or not) by learners | Medical Education |
McGinness, Hannah T.; Caldwell, Patrina H. Y.; Gunasekera, Hasantha; Scott, Karen M | "Every Human Interaction Requires a Bit of Give and Take": Medical Students Approaches to Pursuing Feedback in the Clinical Setting | 2022 | Teaching and Learning in Medicine | Original paper | Australia | To explore influences on medical student feedback behavior during clinical attachments | Medicine |
Noble, C; Billett, S; Armit, L; Collier, L; Hilder, J; Sly, C; Molloy, E | ``It's yours to take{''}: generating learner feedback literacy in the workplace | 2020 | Advances in Health Sciences Education | Original paper | Australia | To problematise student feedback literacy in the healthcare setting, from the learner’s perspective | Nursing, Social Work, and Medicine |
Ogburn, T; Espey, E | The R-I-M-E method for evaluation of medical students on an obstetrics and gynecology clerkship | 2018 | American Journal of Obstetrics & Gynecology | Original paper | USA | To implement and assess the R-I-M-E (Reporter, Interpreter, Manager, Educator) system as a method for evaluation for medical students during the obstetrics and gynecology core clerkship | Medicine |
Ossenberg, C; Henderson, A; Mitchell, M | What attributes guide best practice for effective feedback? A scoping review | 2019 | Advances in Health Sciences Education | Review | Australia | To identify the attributes that contribute to effective feedback within a dialogic lens and. To better understand whether they align with the contemporary discourse of dialogic feedback. To explore if the attributes can promote student engagement in feedback in the workplace based learning environment | Allied Health, Business, Education, Medicine, Nursing and Psychology |
Ozuah PO; Reznik M; Greenberg L | Improving a medical student feedback with a clinical encounter card | 2007 | Ambulatory Pediatrics | Original paper | USA | To determine whether the use of the Clinical Encounter Card (CEC) would increase medical students´perception of the feedback they recieved | Medicine |
Parkes, J; Abercrombie, S; McCarty, T | Feedback sandwiches affect perceptions but not performance | 2013 | Advances in Health Sciences Education | Original paper | USA | To explore students’ perceptions of the impact of the feedback sandwich technique on their performance | Medicine |
Paukert, Judy L; Richards, Melanie L; Olney, Cynthia | An encounter card system for increasing feedback to students | 2002 | The American Journal of Surgery | Original paper | USA | To assess the effectiveness and initial implementation of this method for increasing feedback received by third-year medical students from faculty, fellows, and residents during a 12-week surgery clerkship | Medicine |
Rassos, James; Melvin, Lindsay J.; Panisko, Daniel; Kulasegaram, Kulamakan; Kuper, Ayelet | Faculty and Trainee Perspectives of Feedback in Internal Medicine: the Oral Case Presentation as a Model | 2019 | Journal of General Internal Medicine | Original paper | Canada | To explore how Internal Medicine clinical supervisors and trainees perceive feedback within the context of the case presentation | Medicine |
Rizan, C; Elsey, C; Lemon, T; Grant, A; Monrouxe, L | Feedback in action within bedside teaching encounters: A video ethnographic study | 2014 | Medical Education | Original paper | UK | To explore the interactional patterns and correction modalities utilised in feedback sequences between doctors and students within general practice-based bedside teaching encounters (BTEs) | Medicine |
Robertson, AC; Fowler, LC | Medical Student Perceptions of Learner-Initiated Feedback Using a Mobile Web Application | 2017 | Journal of Medical Education and Curricular Development | Original paper | USA | To identify perceptions of medical students about faculty feedback and soliciting faculty feedback using a mobile device and Web-based application | Medicine |
Scheidt, Peter C.; And Others | Evaluation of System Providing Feedback to Students on Videotaped Patient Encounters | 1986 | Journal of Medical Education | Original paper | USA | To determine wther students who recieve critiques of the videotapes of actual patient encounters from their preceptors perform subsequent interviews and examinations more skillfully than students who recieve only a self-guided crtitique or no critique at all | Medicine |
Schopper, H; Rosenbaum, M; Axelson, R | “I wish someone watched me interview:” medical student insight into observation and feedback as a method for teaching communication skills during the clinical years | 2016 | BMC Medical Education | Original paper | USA | To explore student perspectives regarding their experiences with clinical observation and feedback on communication skills | Medicine |
Soemantri D.; Dodds A.; Mccoll G | Examining the nature of feedback within the Mini Clinical Evaluation Exercise (Mini-CEX): an analysis of 1427 Mini-CEX assessment forms | 2018 | GMS Journal of Medical Education | Original paper | Australia | To examine the written feedback provided on the Mini-CEX form to determine its usefulness as a learning tool for students | Medicine |
Sokol-Hessner, L; Shea, J; Kogan, J | The open-ended comment space for action plans on core clerkship students’ encounter cards: What gets written? | 2010 | Academic Medicine | Original paper | USA | To characterize written comments on encounter cards with space designated for an action plan | Medicine |
Sox, CM; Dell, M; Phillipi, CA; Cabral, HJ; Vargas, G; Lewin, LO | Feedback on oral presentations during pediatric clerkships: a randomized controlled trial | 2014 | Pediatrics | Original paper | USA | To measure the effects of participating in structured oral presentation evaluation sessions early in pediatric clerkships on students’ subsequent presentations | Medicine |
Spickard, A; Gigante, J; Stein, G; Denny, J | Automatic capture of student notes to augment mentor feedback and student performance on patient write-ups | 2008 | Journal of General Internal Medicine | Original paper | USA | To determine whether the integration of an automated electronic clinical portfolio into clinical clerkships can improve the quality of feedback given to students on their patient write-ups and the quality of students’ write-ups | Medicine |
Spooner, M; Duane, C; Uygur, J; Smyth, E; Marron, B; Murphy, PJ; Pawlikowska, T | Self -regulatory learning theory as a lens on how undergraduate and postgraduate learners respond to feedback: A BEME scoping review: BEME Guide No. 66 | 2022 | Medical Teacher | Scoping review | Ireland | To map what is known of how learners interact with feedback, to better understand how feedback affects learning strategies, and to explore enhancing and inhibiting factors | Medical Education |
Suhoyo Y.; Schonrock-Adema J.; Emilia O.; Kuks J.B.M.; Cohen-Schotanus J | Clinical workplace learning: perceived learning value of individual and group feedback in a collectivistic culture | 2014 | Medical Teacher | Original paper | Indonesia | To investigate the perceived learning value and characteristics of individual and group feedback in a collectivistic culture | Medicine |
Suhoyo, Y; Van Hell, E; Kerdijk, W; Emilia, O; Schönrock-Adema, J; Kuks, J; Cohen-Schotanus, J | Influence of feedback characteristics on perceived learning value of feedback in clerkships: Does culture matter? | 2017 | BMC Medical Education | Original paper | Indonesia | To validate the influence of five feedback characteristics on students’ perceived learning value of feedback in an Indonesian clerkship context | Medicine |
Tai, J; Canny, B; Haines, T; Molloy, E | The role of peer-assisted learning in building evaluative judgement: opportunities in clinical medical education | 2016 | Advances in Health Sciences Education | Original paper | Australia | To explore the contribution of peer-assisted learning (PAL) in the development of evaluative judgement capacity; the ability to understand work quality and apply those standards to appraising performance | Medicine |
Torre, D; Simpson, D; Sebastian, J; Elnicki, D | Learning/Feedback Activities and High-Quality Teaching: Perceptions of Third-Year Medical Students during an Inpatient Rotation | 2005 | Academic Medicine | Original paper | USA | To identify specific learning activities (and teaching methods) that students associate with high-quality teaching in the inpatient setting | Medicine |
Urquhart, L. M.; Ker, J. S.; Rees, C. E | Exploring the Influence of Context on Feedback at Medical School: A Video-Ethnography Study | 2018 | Advances in Health Sciences Education | Original paper | UK | To explore gaps in the published literature about how context influences feedback processes | Medicine |
van de Ridder, M Stokking, M; McGaghie, W; ten Cate, O | What is feedback in clinical education? | 2008 | Medical Education | Review | The Netherlands and USA | To propose a consensual, research-based, operational definition of feedback in clinical education | N/A |
van de Ridder, M; McGaghie, W; Stokking, K; ten Cate, O | Variables that affect the process and outcome of feedback, relevant for medical training: A meta-review | 2015 | Medical Education | Review | The Netherlands and USA | To determine which variables influence the process and outcomes of feedback in settings relevant to medical education | N/A |
Watling, C; Driessen, E; van der Vleuten, C; Lingard, L | Learning culture and feedback: an international study of medical athletes and musicians | 2014 | Medical Education | Original paper | Canada, USA, and the Netherlands | To distinguish the elements of the response to feedback that are determined by the individual learner from those determined by the learning culture, and to understand how these elements interact in order to make recommendations for improving feedback in medical education | Medicine |
Watling, C; Driessen, E; van der Vleuten, C; Vanstone, M; Lingard, L | Beyond individualism: Professional culture and its influence on feedback | 2013 | Medical Education | Original paper | Canada | To explore how feedback is handled within different professional cultures, and how the characteristics and values of a profession shape learners’ responses to feedback | Medicine, Music, and Teacher Training |