![]() But, what do we need to know more about feedback in medical education? What are the challenges? Is our use and application of medical knowledge as vast as our knowledge? Has the knowledge about medical education extended to all the users' (teachers) level? Are we achieving better educational outcomes from knowing more about feedback? These questions and others will be addressed in this review of feedback.įor appropriate feedback to be delivered, it has to have a basis in an accurate evaluation, the result of which the learner receives in a positive self-directed environment. Our knowledge about medical education is expanding in various directions. Feedback is central to medical education in promoting learning and ensuring the meeting of standards. More than half of these reviews have published dates from 2010 to 2015. ![]() There are 810 review articles on feedback in medical education. More than 10000 publications focus on feedback in medical education, 7305 in the last ten years, and 4793 in the previous five years. Until March 2019, there were more than 14000 publications on feedback in PubMed. Many authors have presented their ideas on effective feedback with multiple definitions developed in the literature (Brendan, 2018). It was our better understanding of how we learn that helped us to realize the importance of feedback in the educational process.įeedback has been a topic of study for decades. Over the last few decades, feedback in medical training has obtained special importance and attention due to it's growing importance in education. ![]() The definition of feedback in the Merriam-Webster dictionary is "the transmission of evaluative or corrective information about an action, event, or process to the original or controlling source," or "the return to the input of a part of the output of a machine, system, or process." The definition has acquired a more specific meaning in education, specifically medical education. ![]()
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