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dc.contributor.authorShrivasta, Saurabh RamBihariLalen
dc.contributor.authorShrivasta, Prateek Sauurabhen
dc.contributor.authorRamasamy, Jagdeeshen
dc.date.accessioned2014-11-20T13:43:00Z
dc.date.available2014-11-20T13:43:00Z
dc.date.issued2014-03
dc.identifier.citationShrivastava, S., R., Shrivastava, P., S & Ramasamy, J. (2014) 'Effective feedback: An indispensible tool for improvement in quality of medical education', Journal of Pedagogic Development, 4 (1), pp.12-20.en
dc.identifier.issn2047-3265
dc.identifier.urihttp://hdl.handle.net/10547/335897
dc.description.abstractFeedback in medical education is an integral and important constituent of teaching as it encourages and enhances the learners' knowledge, skills and professional performance. Feedback has to be delivered in an appropriate setting; it should focus on the performance and not on the individual; should be clear and specific; delivered in non-judgmental language; should emphasize positive aspects; be descriptive rather than evaluative; and should suggest measures for improvement. An extensive search of all materials related to the topic was made using library sources including Pubmed, Medline and Google Scholar. Keywords used in the search include feedback, constructivism and medical education. Constructive feedback is defined as the act of giving information to a trainee through the description of his/her performance in the observed situation. It emphasizes the strengths of the session and areas which require improvement. The processes of giving and receiving feedback are skills that can be acquired only with practice. To integrate the concept of feedback in medical education, training of the trainers pertaining to techniques of adult learning and how to give feedback to trainees are foremost requirements. Interactive feedback is indispensable in bringing about professional development and overall improvement in doctors.
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.ispartofseriesVolume 4en
dc.relation.ispartofseriesIssue 1en
dc.relation.urlhttp://www.beds.ac.uk/jpd/volume-4-issue-1/effective-feedback-an-indispensible-tool-for-improvement-in-quality-of-medical-educationen
dc.subjectfeedbacken
dc.subjectmedical educationen
dc.subjectconstructive feedbacken
dc.titleEffective feedback: an indispensable tool for improvement in quality of medical educationen
dc.typeArticleen
dc.contributor.departmentShri Sathya Sai Medical Collegeen
dc.contributor.departmentResearch Institute, Kancheepuram, Indiaen
dc.identifier.journalJournal of pedagogic developmenten
html.description.abstractFeedback in medical education is an integral and important constituent of teaching as it encourages and enhances the learners' knowledge, skills and professional performance. Feedback has to be delivered in an appropriate setting; it should focus on the performance and not on the individual; should be clear and specific; delivered in non-judgmental language; should emphasize positive aspects; be descriptive rather than evaluative; and should suggest measures for improvement. An extensive search of all materials related to the topic was made using library sources including Pubmed, Medline and Google Scholar. Keywords used in the search include feedback, constructivism and medical education. Constructive feedback is defined as the act of giving information to a trainee through the description of his/her performance in the observed situation. It emphasizes the strengths of the session and areas which require improvement. The processes of giving and receiving feedback are skills that can be acquired only with practice. To integrate the concept of feedback in medical education, training of the trainers pertaining to techniques of adult learning and how to give feedback to trainees are foremost requirements. Interactive feedback is indispensable in bringing about professional development and overall improvement in doctors.


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