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Year : 2020  |  Volume : 4  |  Issue : 1  |  Page : 3-4

Feedback in medical education: Changing concepts


1 Vice-Principal Curriculum, Member of the Medical Education Unit and Institute Research Council, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University, Ammapettai, Nellikuppam, Chengalpattu, Kancheepuram, Tamil Nadu, India
2 Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University, Ammapettai, Nellikuppam, Chengalpattu, Kancheepuram, Tamil Nadu, India

Date of Submission15-Oct-2019
Date of Acceptance22-Dec-2019
Date of Web Publication12-Mar-2020

Correspondence Address:
Dr. Saurabh RamBihariLal Shrivastava
Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth (SBV) – Deemed to be University, Tiruporur - Guduvancherry Main Road, Ammapettai, Nellikuppam, Chengalpattu, Kancheepuram, Tamil Nadu - 603 108
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/LJMS.LJMS_58_19

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  Abstract 


Feedback has been regarded as one of the most essential and integral components of medical education and other training programs. It aids the students to optimize their potential during different stages of training by giving them an insight about their strengths and also the areas which requires improvement. It is important to understand that giving feedback has to be a two-way communication, wherein the involved stakeholders discuss together and eventually develop an action plan for expediting the professional growth. In the current era of medical education, the feedback is actually considered as not only the process of identifying faults, but also the identification of the positive attributes of the students. In conclusion, feedback in medical education plays a defining role in shaping the career of a medical student and also enriches the curriculum by periodic reforms. The need of the hour is to encourage feedback from all stakeholders regarding different aspects of teaching-learning and take remedial measures for the improvement.

Keywords: Curriculum, feedback, medical education


How to cite this article:
Shrivastava SR, Shrivastava PS. Feedback in medical education: Changing concepts. Libyan J Med Sci 2020;4:3-4

How to cite this URL:
Shrivastava SR, Shrivastava PS. Feedback in medical education: Changing concepts. Libyan J Med Sci [serial online] 2020 [cited 2022 Oct 7];4:3-4. Available from: https://www.ljmsonline.com/text.asp?2020/4/1/3/280567




  Introduction Top


Feedback has been regarded as one of the most essential and integral components of medical education and other training programs.[1] It aids the students to optimize their potential during different stages of training by giving them an insight about their strengths and also the areas that require improvement. The constructive inputs by the faculty member on the performance of the students help the students to visualize their path of learning and make their individual action plans to attain the desired competencies. The delivered feedback can be either informal (i.e. on a daily basis by the teachers to students or by peers) or formal (i.e. given based on the performance in a scheduled assessment).[1],[2]

Points to ponder

It is important to understand that giving feedback has to be a two-way communication, wherein the involved stakeholders discuss together and eventually develop an action plan for expediting the professional growth. Further, the main intent of a feedback session is to bring about a change in behavior of the learner to help them attain the learning objectives.[2],[3] However, this will be possible provided the comprehensive information pertaining to the performance of the student is collected either through the direct observation or by assessment in examinations. This has to be followed subsequently by the review of performance and matching the same with the learning objectives to identify the areas which requires improvement. Simultaneously, students can be asked to complete self-assessment so that students can reflect upon their status and it will help them to accept the given feedback (participatory).[2],[3],[4]

Using feedback as a tool for improvement

In the current era of medical education, the feedback is actually considered as not only the process of identifying faults but also the identification of the positive attributes of the students (i.e. attitude, the way of thinking, problem-solving skills, etc.). In addition, feed-forward has been encouraged which emphasizes that we are not only interested in the current performance, but even in the subsequent performance of the students.[1],[3] Moreover, it has been envisaged to administer the feedback immediately rather than waiting till the completion of a specific period of the course. This helps the students to take remedial measures, obviously under the guidance of their mentors.[3],[5] However, it has to be understood that feedback will not be always good; nevertheless, more and more feedback should be given to the students in different encounters.[5] At the same time, if feedback is not given correctly, it may lead to conflicts, may negatively affect the self-esteem of the student, and can even encourage competitiveness by eliminating the concept of team-based learning.[3] This calls for the training of faculty members to give feedback and adhere to the basic principles of the same. In the recently adopted competency-based undergraduate curriculum, feedback has been identified as a cornerstone of the curriculum.[3],[4] Further, the other stakeholders such as faculty members/students/patients should also be encouraged to give feedback on curriculum, teaching–learning methods, and assessment so that overall delivery of medical education can be enhanced.[1],[4],[5]

Financial support and sponsorship

Nil.

Conflicts of interest

There are no conflicts of interest.


  Conclusion Top


In conclusion, feedback in medical education plays a defining role in shaping the career of a medical student and also enriches the curriculum by periodic reforms. The need of the hour is to encourage feedback from all stakeholders regarding different aspects of teaching–learning and take remedial measures for the improvement.



 
  References Top

1.
Shrivastava SR, Shrivastava PS. Feedback role in enhancing the professional growth of the medical student and the teacher. Libyan Int Med Univ J 2018;3:70-1.  Back to cited text no. 1
  [Full text]  
2.
Kornegay JG, Kraut A, Manthey D, Omron R, Caretta-Weyer H, Kuhn G, et al. Feedback in medical education: A critical appraisal. AEM Educ Train 2017;1:98-109.  Back to cited text no. 2
    
3.
Alrebish SA. Barriers to effective feedback in undergraduate medical education: Case study from Saudi Arabia. Int J Health Sci (Qassim) 2018;12:31-6.  Back to cited text no. 3
    
4.
Shrivastava SR, Shrivastava PS. Role of feedback and mentoring in programmatic assessment. Indian J Health Sci Biomed Res 2019;12:97-8.  Back to cited text no. 4
  [Full text]  
5.
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. Acad Med 2017;92:1346-54.  Back to cited text no. 5
    




 

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