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Medical Teacher Volume 41, 2019 - Issue 12
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Meaningful feedback through a sociocultural lens

Subha RamaniDepartment of Medicine, Brigham and Women’s Hospital, Harvard Medical School, Boston, MA, USA; ;Research and Scholarship, Harvard Macy Institute, Boston, MA, USA; Correspondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-8360-4031View further author information
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Karen D. KöningsDepartment of Educational Development and Research and the School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands; ORCID Iconhttp://orcid.org/0000-0003-0063-8218View further author information
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Shiphra GinsburgDepartment of Medicine (Respirology) and Wilson Centre for Research in Education, University of Toronto, Toronto, CanadaView further author information
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Cees P. M. van der VleutenDepartment of Educational Development and Research and the School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands; ORCID Iconhttp://orcid.org/0000-0001-6802-3119View further author information
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Pages 1342-1352 | Published online: 24 Sep 2019

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Robin Lüchinger, Matteo Coen, Anne-Claire Bréchet Bachmann, Sara de Oliveira, Hélène Richard-Lepouriel & Noëlle Junod Perron. (2023) What Feedback Content Do Clinical Teachers Address During OSTEs?. Advances in Medical Education and Practice 14, pages 1357-1367.
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Ardi Findyartini, Nur Afrainin Syah, Astrid Pratidina Susilo, Hikmawati Nurokhmanti, Nurul Qomariyah, Nadia Greviana, Dina Qurratu Ainin, Sylvia Mustika Sari & Mora Claramita. (2023) Challenges and opportunities in cultivating medical students’ competencies: Participatory action research from a hierarchical cultural setting. Medical Education Online 28:1.
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Justin L. Bullock, Lee Seligman, Cindy J. Lai, Patricia S. O’Sullivan & Karen E. Hauer. (2022) Moving toward Mastery: Changes in Student Perceptions of Clerkship Assessment with Pass/Fail Grading and Enhanced Feedback. Teaching and Learning in Medicine 34:2, pages 198-208.
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Tali Ziv, Maria Wamsley, Cindy J. Lai, Elizabeth P. Griffiths, Alexandra Maxey, Irina (Era) Kryzhanovskaya & Arianne Teherani. (2022) A is for advocacy: How introducing student advocacy assessment impacts longitudinal integrated clerkship students and clinical supervisors. Medical Teacher 44:2, pages 149-157.
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Elise V. van Wijk, Floris M. van Blankenstein, Roemer J. Janse, Eline A. Dubois & Alexandra M. J. Langers. (2024) Understanding students' feedback use in medical progress testing: A qualitative interview study. Medical Education.
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Katherine Miles, Bernadette O’Neill & Shuangyu Li. (2024) The ‘Kidney’ model for optimising feedback in undergraduate clinical communication: A meta-ethnographic systematic review. Patient Education and Counseling 119, pages 108050.
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Katharine A. Robb, Marcy E. Rosenbaum, Lauren Peters, Susan Lenoch, Donna Lancianese & Jane L. Miller. (2023) Feedback conversations: First things first?. Patient Education and Counseling 115, pages 107849.
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Ligia Cordovani, Cody Tran, Anne Wong, Susan M. Jack & Sandra Monteiro. (2023) Undergraduate Learners’ Receptiveness to Feedback in Medical Schools: A Scoping Review. Medical Science Educator 33:5, pages 1253-1269.
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Sabine BergerRenee E. StalmeijerAdrian P. MartyChristoph Berendonk. (2023) Exploring the Impact of Entrustable Professional Activities on Feedback Culture: A Qualitative Study of Anesthesiology Residents and Attendings. Academic Medicine 98:7, pages 836-843.
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Molk ChakrounVincent R. DionKathleen OuelletAnn GraillonValérie DésiletsMarianne XhignesseChristina St-Onge. (2022) Narrative Assessments in Higher Education: A Scoping Review to Identify Evidence-Based Quality Indicators. Academic Medicine 97:11, pages 1699-1706.
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Shannon N. Wong, Cong (John) Luo, Graham MacDonald & Rose Hatala. (2022) A qualitative study of medical students' perceptions of resident feedback. Medical Education 56:10, pages 994-1001.
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A. Leung, P.D. Fine, R. Blizard, I. Tonni, D. Ilhan & C. Louca. (2022) Teacher feedback and student learning–The students’ perspective. Journal of Dentistry 125, pages 104242.
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Syed Z. Kaleem, Vikram N. Sahni, Aishwarya Suresh & Pamela Duke. (2022) Beyond Competency: A Student Perspective on Growth Through Clerkship Feedback. Medical Science Educator 32:6, pages 1527-1533.
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Carla Sá-Couto, Diana Rodrigues & Marcos Gouveia. (2022) Debriefing or Feedback: Exploring the Impact of Two Post-Scenario Discussion Methods in the Acquisition and Retention of Non-Technical Skills. Acta Médica Portuguesa 36:1, pages 34-41.
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James RassosShiphra GinsburgRenée E. StalmeijerLindsay J. Melvin. (2022) The Senior Medical Resident’s New Role in Assessment in Internal Medicine. Academic Medicine 97:5, pages 711-717.
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Mora Claramita, Rachmadya Nur Hidayah, Yoyo Suhoyo, Sylvia Mustika, Dina Qurratu Ainin, Nur Afrainin Syah, Diantha Soemantri, Indri Kurniasih, Tri Nur Kristina, Ara Tekian & Cees van der Vleuten. 2022. Challenges and Opportunities in Health Professions Education. Challenges and Opportunities in Health Professions Education 111 139 .
Michael D. Wolcott, Jacqueline E. McLaughlin, Alice Hann, Amelia Miklavec, Gary L. Beck Dallaghan, Denise H. Rhoney & Meg Zomorodi. (2020) A review to characterise and map the growth mindset theory in health professions education. Medical Education 55:4, pages 430-440.
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Lourrany Borges Costa, Shamyr Sulyvan de Castro, Diovana Ximenes Cavalcante Dourado, Bruna Soares Praxedes, Thayná Custódio Mota & Thais Marcella Rios de Lima Tavares. (2021) Cross-cultural adaptation of the EFFECT questionnaire into Brazilian Portuguese. Revista Brasileira de Educação Médica 45:3.
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Lourrany Borges Costa, Shamyr Sulyvan de Castro, Diovana Ximenes Cavalcante Dourado, Bruna Soares Praxedes, Thayná Custódio Mota & Thais Marcella Rios de Lima Tavares. (2021) Adaptação transcultural do questionário EFFECT para português brasileiro. Revista Brasileira de Educação Médica 45:3.
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Michael D. Wolcott, Elizabeth C. Kornegay & Jennifer L. Brame. (2020) Piloting a first‐year resident‐as‐teacher workshop to foster evidence‐based teaching. Journal of Dental Education 85:1, pages 16-22.
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Paul L. P. Brand, A. Debbie C. Jaarsma & Cees P. M. Van der Vleuten. (2020) Driving lesson or driving test?: A metaphor to help faculty separate feedback from assessment. Perspectives on Medical Education 10:1, pages 50-56.
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