Designing features of feedback processes to enable each feedback loop phase | |
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Feedup | 1. Use direct observation for clarification of learning goals [50] 2. Encourage dialogic feedback for the co-construction of goals [50] 3. Focus feedback on students’ learning needs and known performance standards [30] |
Feedback | 4. Give students opportunities for clinical practice [35] 5. Enhance credible feedback through direct observation [33, 40, 46, 49, 84, 86] 6. Include formative assessments during authentic professional activities [46, 55] 7. Design WBAs during authentic tasks [39, 46, 56, 87]. The mini-CEX can provide feedback that improves students' clinical skills [58, 60] 8. Organise self-assessments before feedback encounters [46, 52] 9. Enhance bedside-teaching encounters to provide in-time feedback [74] 10. Use questions and interpretation checks to provide feedback on students´ performance [54], to clarify concepts and facilitate self-assessment [74] 11. Organise oral case presentations to improve communication skills [78] 12. Promote benchmarking of the same student over time (i.e., internal benchmarking), a peer, or formal guidance (i.e., external benchmarking) (e.g., a text or a guide of recommendations) [52] |
Feedforward | 13. Embed feedback in a two-way conversation [30] 14. Consider a follow-up on direct observation [46, 50] 15. Organise long-term use of WBA instruments [55] 16. Design low-stake WBA [31] 17. Enhance self-assessments when organising follow-up [68] 18. Organise formative mini-CEX with follow-up [39] 19. Use the mini-CEX as the structure for discussing the student's strengths and weaknesses and designing a written action plan [39, 80] 20. Include a “next step” box in the WBA instrument [44] 21. Implement a formative mid-rotation assessment to promote feedback conversations and co-create an action plan [59] 22. Consider using Apps to structure and store feedback to improve future performance [63] 23. Enable peer feedback for a better understanding and acceptance of feedback [52] 24. Promote safe and non-judgmental learning environments [67] |