Browsing by Subject "Feedback"

Now showing 1 - 8 of 8
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    Curated Collections for Educators: Eight Key Papers about Feedback in Medical Education
    (Cureus, Inc., 2019-03) Natesan, Sreeja M.; Krzyzaniak, Sara M.; Stehman, Christine; Shaw, Rebecca; Story, David; Gottlieb, Michael; Emergency Medicine, School of Medicine
    Feedback is an essential part of learning, growth, and academic success. Junior faculty members are often unfamiliar with the grounding literature that defines feedback. Many times they receive little education on providing and receiving feedback, resulting in unhelpful "feedback" for both learners and program leadership alike. This article aims to summarize eight key papers on feedback, to outline relevant information for emerging clinician educators, and identify ways to use these resources for the faculty development. In order to generate a list of key papers that describes the importance and significance of feedback, the authors conducted a consensus-building process to identify the top papers. In August and September, 2018, the 2018-2019 Academic Life in Emergency Medicine (ALiEM) Faculty Incubator program discussed the topic of feedback in medical education. A number of papers on the topic was highlighted. This list of papers was further augmented using the suggestions and expertise of guest experts who are leaders in the field of medical education and feedback. The authors also used social media to conduct an open call on Twitter for important papers regarding feedback (utilizing #meded, #Feedback hashtags). Via this process, a list of 88 key papers was identified on the topic of feedback in medical education. After compiling these papers, the authorship group engaged in a modified Delphi approach to build consensus on the top eight papers on feedback. These papers were deemed essential by the authors and have been summarized with respect to their relevance to junior faculty members and to faculty developers. In this manuscript, we present eight key papers addressing feedback in medical education with discussions and applications for junior faculty members and faculty developers. This list of articles that can serve to help junior clinician educators grow in their ability to give effective feedback and also serve as resources upon which senior faculty can design the faculty development sessions.
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    Curated Collections for Educators: Five Key Papers about Receiving Feedback in Medical Education
    (Cureus, 2019-09-23) Natesan, Sreeja; Stehman, Christine; Shaw, Rebecca; Story, David; Krzyzaniak, Sara M.; Gottlieb, Michael; Emergency Medicine, School of Medicine
    Introduction Feedback is a complex, multi-component interaction that is essential for academic development and advancement. Successful feedback requires active involvement from both the giver and receiver. However, research and guidance on the subject mostly center on the role of the provider of feedback. But the receiver of feedback holds the true power in this interaction, choosing how to interpret the information and deciding whether or not to incorporate the feedback to instill behavioral change. In this article, the authors aim to summarize five key papers related to receiving feedback, in order to outline both relevant information for emerging clinician-educators and discern ways to use this information for faculty development. Methods In order to generate a list of key papers that describe the importance of receiving feedback, the authors conducted a consensus-building process informed by social media sources. Key articles on receiving feedback were aggregated through a literature search. This list was further augmented via an open call on Twitter for important papers regarding receiving feedback. Through these processes, a list of 43 papers was created on the topic of receiving feedback in medical education. After compiling this preliminary list, the authorship group engaged in a modified Delphi approach to build consensus on selecting papers that best described the process of receiving feedback. Results We present the group's five most highly rated papers on the topic of receiving feedback in medical education. These papers were deemed essential and have also been summarized based on their relevance to junior faculty members and faculty developers. Conclusion While giving and receiving feedback are both vital for growth and development, much of the research focuses solely on giving feedback. However, receiving feedback is equally, if not more, important for instilling change in the learner. We explore the power of receiving feedback in medical education through five key papers that analyze the subject. We believe these papers can serve as great learning resources for both junior faculty members and faculty developers. They can assist the junior faculty to cultivate the ability to receive feedback and also serve as resources to aid senior faculty in building faculty-development sessions.
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    Effects of Feedback Seeking Behavior on Supervisor Perceptions: Examining the Interaction of Seeking Frequency With Supervisor Implicit Person Theory and Feedback Orientation
    (2024-05) Schneider, Jacob; Williams, Jane; Stockdale, Margaret; Derricks, Veronica
    Feedback seeking is an essential process for employees to improve performance and clarify expectations (Renn & Fedor, 2001; Ashford & Tsui, 199). Certain factors such as ego and image defense limit feedback seeking in the workplace due to avoidance of negative outcomes (Ashford & Cummings, 1983), however we know less about whether feedback seeking does lead to actual negative outcomes for the employee (Ashford, De Stobbeleir, & Nujella, 2016). The current study examines the existence of actual costs to the seeker for seeking more frequently and adds to the literature by examining whether supervisor individual differences are related to perceptions of seeking behavior, namely implicit person theory and feedback orientation. With a sample of 275 adult supervisors recruited from Mturk, the current study measured participants on these individual differences and assessed perceptions of a fictional employee who either sought feedback with high or low frequency. The employee was rated on a selection of performance potential outcomes related to promotability, expectations of future performance, willingness to mentor, and candidacy for career development opportunities. Findings suggest there is a cost associated with seeking feedback at a higher frequency which manifests as a decrease in perceptions of confidence in the employee. Additionally, this perception of lower confidence from seeking feedback could contribute to more significant downstream outcomes such as expectations of lower quality performance and lower likelihood of being promoted. By understanding more about individuals’ perceptions of feedback seeking behavior, we may train supervisors how to be more receptive of different feedback seeking behavior. This could assist in fostering a performance improvement environment that ultimately improves organizational performance.
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    Exploring The Effect Of Visual And Verbal Feedback On Ballet Dance Performance In Mirrored And Non-Mirrored Environments
    (2016-05) Trajkova, Milka; Cafaro, Francesco; Bolchini, Davide; Mannheimer, Steve
    Since the 1800s, the ballet studio has been largely unchanged, a core feature of which is the mirror. The influence of mirrors on ballet education has been documented, and prior literature has shown negative effects on dancers’ body image, satisfaction, level of attention and performance quality. While the mirror provides immediate real-time feedback, it does not inform dancers of their errors. Tools have been developed to do so, but the design of the feedback from a bottom-up perspective has not been extensively studied. The following study aimed to assess the value of different types of feedback to inform the design of tech-augmented mirrors. University students’ ballet technique scores were evaluated on eight ballet combinations (tendue, adagio, pirouette, petit allegro, plié, degage, frappe and battement tendue), and feedback was provided to them. We accessed learning with remote domain expert to determine whether or not the system had an impact on dancers. Results revealed that the treatment with feedback was statistically significant and yielded higher performance versus without the feedback. Mirror versus non-mirror performance did not present any score disparity indicating that users performed similarly in both conditions. A best fit possibility was seen when visual and verbal feedback were combined. We created MuscAt, a set of interconnected feedback design principles, which led us to conclude that the feasibility of remote teaching in ballet is possible.
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    "I Knew Grad School Was Gonna Be Hard But...": Community and Feedback in Graduate Writing Support
    (2021-06) Worrell, Brandilyn Nicole; Brooks-Gillies, Marilee; Buchenot, Andre; Layden, Sarah
    Often, one of the first areas to cave under the pressures of graduate school is a graduate student’s writing. Sometimes this is because a writer feels unprepared for the amount or types of writing or it is simply due to the fact that writing is a layered process that has not been fully explained to graduate students before. In any of these situations, there remains a need for graduate writing support that accounts for these varied experiences and the larger graduate school environment. In order to better understand these needs on the IUPUI campus and begin to address them, this study collected data from current IUPUI graduate students and a pilot Graduate Writing Group program through the University Writing Center. Through this research, two key themes arose as vital to addressing graduate writer needs and student success in graduate school: community and feedback. By encouraging consideration of these topics within graduate writing programming, support offered can encourage these areas for graduate writers. Community provides space for students not only to learn from each other but also share common experiences and struggles. Through these spaces, graduate students can gain insight into their writing, program, field, and themselves by recognizing what is a natural part of the graduate school process, what needs to change, and how they develop as a result. Quality and diverse feedback leads to deeper understanding of a student’s field, their voice, and their writing process. Without an understanding of these two elements of graduate writing, students remain more likely to struggle with the graduate school process and with the liminal space of being students and professionals.
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    Incorporating PROMIS Symptom Measures into Primary Care Practice-a Randomized Clinical Trial
    (Springer Nature, 2018-08) Kroenke, Kurt; Talib, Tasneem L.; Stump, Timothy E.; Kean, Jacob; Haggstrom, David A.; DeChant, Paige; Lake, Kittie R.; Stout, Madison; Monahan, Patrick O.; Biostatistics, School of Public Health
    BACKGROUND: Symptoms account for more than 400 million clinic visits annually in the USA. The SPADE symptoms (sleep, pain, anxiety, depression, and low energy/fatigue) are particularly prevalent and undertreated. OBJECTIVE: To assess the effectiveness of providing PROMIS (Patient-Reported Outcome Measure Information System) symptom scores to clinicians on symptom outcomes. DESIGN: Randomized clinical trial conducted from March 2015 through May 2016 in general internal medicine and family practice clinics in an academic healthcare system. PARTICIPANTS: Primary care patients who screened positive for at least one SPADE symptom. INTERVENTIONS: After completing the PROMIS symptom measures electronically immediately prior to their visit, the 300 study participants were randomized to a feedback group in which their clinician received a visual display of symptom scores or a control group in which scores were not provided to clinicians. MAIN MEASURES: The primary outcome was the 3-month change in composite SPADE score. Secondary outcomes were individual symptom scores, symptom documentation in the clinic note, symptom-specific clinician actions, and patient satisfaction. KEY RESULTS: Most patients (84%) had multiple clinically significant (T-score ≥ 55) SPADE symptoms. Both groups demonstrated moderate symptom improvement with a non-significant trend favoring the feedback compared to control group (between-group difference in composite T-score improvement, 1.1; P = 0.17). Symptoms present at baseline resolved at 3-month follow-up only one third of the time, and patients frequently still desired treatment. Except for pain, clinically significant symptoms were documented less than half the time. Neither symptom documentation, symptom-specific clinician actions, nor patient satisfaction differed between treatment arms. Predictors of greater symptom improvement included female sex, black race, fewer medical conditions, and receiving care in a family medicine clinic. CONCLUSIONS: Simple feedback of symptom scores to primary care clinicians in the absence of additional systems support or incentives is not superior to usual care in improving symptom outcomes.
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    Orthodontic Residency Alumni Survey Template
    (2022) Stewart, Kelton
    The acquisition of clear and candid feedback is critical for any professional entity to grow and develop. This particularly true in academia, where programs and institutions are continually assessing their effectiveness with meeting student needs and seeking to identify better strategies to achieve their educational mission. Soliciting feedback from graduates is one possible method for securing such feedback. The creation of a well-structured and concise surveying instrument is the first step to garnering input from this group. The presented alumni survey template contains sections that seek to secure input regarding the effectiveness of the educational experience, graduate employment status, and the level of graduate engagement in their community.
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    Student Perceptions of Two Preclinical Medical School Exam Feedback Approaches
    (2023-07-28) Gasaway, Elsie; O'Loughlin, Valerie Dean
    BACKGROUND: In medical school, where learning an abundance of information in a short period of time is required, it is necessary that learners receive valuable feedback after summative assessments (i.e., unit exams). First-year medical students at Indiana University School of Medicine (IUSM) begin their education with a course titled Human Structure (HS), followed by Molecules to Cells and Tissues (MCT). Both courses provided different formats for exam feedback, resulting in anecdotal comments about preference and utility of feedback. This study uses qualitative research methods to examine IUSM-Bloomington students’ perceptions of exam feedback formats with respect to their utility and applicability. METHODS: Five, second-year IUSM-Bloomington medical students participated in a focus group to discuss their utilization and perceived usefulness of HS and MCT exam feedback. A thematic analysis was used to interpret data from the focus group. This study was deemed exempt by the IU-IRB (19409). RESULTS: The thematic analysis revealed that students’ discussions fell into three categories: logistics, utilization, and mentality. These categories were further broken into themes and subthemes, revealing 13 unique codes. Students spent a substantial amount of time discussing logistics of exam feedback. Barriers to utilization of exam feedback included a lack of information provided at the feedback sessions and a lack of time in the schedule available for feedback sessions. Students preferred MCT approach to exam feedback, however they recognized HS course logistics may prevent similar adoption. Students had small suggestions on how to improve feedback in both courses. CONCLUSIONS/IMPLICATIONS: The data suggest students would benefit from small changes in how first-year medical school courses at IUSM provide exam feedback. Improvements could include extending the time of exam review sessions, incorporating a discussion on commonly missed exam concepts, providing answer explanations for incorrect and correct answers, and transitioning statewide reviews to be campus led.