Identifying educator behaviours for high quality verbal feedback in health professions education: Literature review and expert refinement
Johnson, Christina E., Keating, Jennifer L., Boud, David J., Dalton, Megan, Kiegaldie, Debra, Hay, Margaret, McGrath, Barry, McKenzie, Wendy A., Nair, Kichu Balakrishnan R., Nestel, Debra, Palermo, Claire and Molloy, Elizabeth K.. (2016). Identifying educator behaviours for high quality verbal feedback in health professions education: Literature review and expert refinement. BMC Medical Education. 16(96), pp. 1 - 11. https://doi.org/10.1186/s12909-016-0613-5
|Authors||Johnson, Christina E., Keating, Jennifer L., Boud, David J., Dalton, Megan, Kiegaldie, Debra, Hay, Margaret, McGrath, Barry, McKenzie, Wendy A., Nair, Kichu Balakrishnan R., Nestel, Debra, Palermo, Claire and Molloy, Elizabeth K.|
Background: Health professions education is characterised by work-based learning and relies on effective verbal feedback. However the literature reports problems in feedback practice, including lack of both learner engagement and explicit strategies for improving performance. It is not clear what constitutes high quality, learner-centred feedback or how educators can promote it. We hoped to enhance feedback in clinical practice by distinguishing the elements of an educator’s role in feedback considered to influence learner outcomes, then develop descriptions of observable educator behaviours that exemplify them.
|Keywords||Feedback; Clinical practice; Delphi process; Health professions education; Educator behaviour|
|Journal||BMC Medical Education|
|Journal citation||16 (96), pp. 1 - 11|
|Publisher||Biomed Central Ltd|
|Digital Object Identifier (DOI)||https://doi.org/10.1186/s12909-016-0613-5|
|Open access||Open access|
|Page range||1 - 11|
|Research Group||School of Allied Health|
© 2016 Johnson et al. Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.
|Place of publication||United Kingdom|
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