Feedback in Education
Article Sidebar
Section
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
##plugins.themes.bootstrap3.article.main##
Abstract
Background: Feedback is recognized as an essential part of the education and emphasized for several decades, and still provision of feedback is underutilized.
Methods: Based on the available review of literature and the relevance of it in education, the author reviews the process of giving effective feedback to the learners. This review can be utilized as a framework for effective communication between the learner and the educators.
Results: The review equips the educators to set up the right stage for giving effective feedback in a timely manner. It also ensures that the learners take it positively and handles it well in the most efficient way. Conclusions: Feedback is an important element in the educational process. It works best when it is timely, interactive and specific.
##plugins.themes.bootstrap3.article.details##
References
1. Dunning D, Heath C, Suls JM. (2004). Flawed self-assessment implications for health, education, and the workplace. Psychol Sci Public Interest, 5, 69-106.
2. Eva KW, Regehr G. (2008). ‘‘I”ll never play professional football’’ and other fallacies of self-assessment. J Contin Educ Health Prof, 28,14-9.
3. Gonzalo et al. (2014). Productivity in medical education research: an examination of countries of origin.BMC Medical Education, 14,212.
4. Hattie J, Timperley H. 2007.Review of Educational Research,77(1),81-112.
5. Mann K, van der Vleuten C, Eva K, Armson H, Chesluk B, Dornan T,Holmboe E, Lockyer J, Loney E, Sargeant J. 2011. Tensions in informed self-assessment: how the desire for feedback and reticence to collect and use it can conflict. Acad Med,86:1120–1127.
6. Molloy E, Boud D (2013). Seeking a different angle on feedback in clinical education: the learner as seeker, judge and user of performance information. Med Educ, 47,227–229.
7. Rudland J, Wilkinson T, Wearn A, Nicol P, Tunny T, Owen C, O'Keefe M. (2013). A student-centered feedback model for educators., 10(2),99-102.
8. Telio S, Regehr G, Ajjawi R. (2016). Feedback and the educational alliance: examining credibility judgements and their consequences, 50(9),933-42.
9. Weinstein DF.(2015).Feedback in clinical education: untying the Gordian knot, 0(5): 559-61
