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Medical Teacher Volume 33, 2011 - Issue 9
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Research Article

Providing feedback: Exploring a model (emotion, content, outcomes) for facilitating multisource feedback

Joan SargeantUniversity of Dundee, UK; JOAN SARGEANT, PhD, professor, Division of Medical Education and Director Research and Evaluation Continuing Medical Education, Faculty of Medicine, Dalhousie University, Halifax, Nova Scotia, Canada.Correspondence[email protected]
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Elaine McnaughtonDalhousie University, UK; ELAINE MCNAUGHTON, FRCP, training programme director, General Practice Education, NHS Education for Scotland East Scotland Deanery, Tayside Centre for General Practice, Dundee, and a senior partner in an East Scotland General Practice.
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Stewart MercerDalhousie University, UK;University of Glasgow, UK; STEWART MERCER, PhD, professor, Primary Care and National lead for research into the problems of multi-morbidity in primary care in Scotland, Glasgow University, Glasgow.
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Douglas MurphyDalhousie University, UK; DOUGLAS MURPHY, MD, senior clinical fellow with Dundee University, Tayside Centre for General Practice, Dundee, and a senior partner in a West Scotland General Practice.
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Patricia SullivanDalhousie University, UK; PATRICIA SULLIVAN, MA, Cert Comm Ed, DMS, MSc, freelance qualitative researcher, Project Support Consultancy, 8 Logan Terrace, Dundee, DD3 0ST. He is also a research fellow in Social Dimensions of Health Institute, University of Dundee, 11 Airlie Place, Dundee, DD1 4HJ.
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David A. BruceDalhousie University, UK; DAVID BRUCE, FRCGP, director of Postgraduate General Practice Education, NHS Education for Scotland East Scotland Deanery, Tayside Centre for General Practice, Dundee, and associate dean for Foundation Training and a Senior Partner in an East Scotland General Practice.
Pages 744-749 | Published online: 19 Aug 2011

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Rosawan S. Areemit, Cynthia M. Cooper, Kosin Wirasorn, Pongsatorn Paopongsawan, Charnchai Panthongviriyakul & Subha Ramani. (2021) Hierarchy, “Kreng Jai” and Feedback: A Grounded Theory Study Exploring Perspectives of Clinical Faculty and Medical Students in Thailand. Teaching and Learning in Medicine 33:3, pages 235-244.
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Annika Silvervarg, Rachel Wolf, Kristen Pilner Blair, Magnus Haake & Agneta Gulz. (2021) How teachable agents influence students’ responses to critical constructive feedback. Journal of Research on Technology in Education 53:1, pages 67-88.
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Marlies Schillings, H. Roebertsen, H. Savelberg, J. Whittingham & D. Dolmans. (2020) Peer-to-peer dialogue about teachers’ written feedback enhances students’ understanding on how to improve writing skills. Educational Studies 46:6, pages 693-707.
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Subha Ramani, Karen D. Könings, Shiphra Ginsburg & Cees P. M. van der Vleuten. (2019) Meaningful feedback through a sociocultural lens. Medical Teacher 41:12, pages 1342-1352.
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James G. M. Crossley, Jeremy Groves, David Croke & Peter A. Brennan. (2019) Examiner training: A study of examiners making sense of norm-referenced feedback. Medical Teacher 41:7, pages 787-794.
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Subha Ramani, Karen D. Könings, Shiphra Ginsburg & Cees P. M. van der Vleuten. (2019) Twelve tips to promote a feedback culture with a growth mind-set: Swinging the feedback pendulum from recipes to relationships. Medical Teacher 41:6, pages 625-631.
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Katherine A. Moreau, Kaylee Eady & Mona Jabbour. (2019) Exploring residents’ reactions to and use of parent feedback in a pediatric emergency department: A grounded theory study. Medical Teacher 41:2, pages 207-214.
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Subha Ramani, Karen Könings, Karen V. Mann & Cees van der Vleuten. (2017) Uncovering the unknown: A grounded theory study exploring the impact of self-awareness on the culture of feedback in residency education. Medical Teacher 39:10, pages 1065-1073.
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Larry Gruppen, Jason R. Frank, Jocelyn Lockyer, Shelley Ross, M. Dylan Bould, Peter Harris, Farhan Bhanji, Brian D. Hodges, Linda Snell & Olle ten Cate. (2017) Toward a research agenda for competency-based medical education. Medical Teacher 39:6, pages 623-630.
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Subha Ramani, Sarah E. Post, Karen Könings, Karen Mann, Joel T. Katz & Cees van der Vleuten. (2017) “It's Just Not the Culture”: A Qualitative Study Exploring Residents' Perceptions of the Impact of Institutional Culture on Feedback. Teaching and Learning in Medicine 29:2, pages 153-161.
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Richard Albardiaz. (2017) De-escalating emotions: a process. Education for Primary Care 28:1, pages 54-55.
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Aileen Barrett, Rose Galvin, Yvonne Steinert, Albert Scherpbier, Ann O’Shaughnessy, Mary Horgan & Tanya Horsley. (2016) A BEME (Best Evidence in Medical Education) review of the use of workplace-based assessment in identifying and remediating underperformance among postgraduate medical trainees: BEME Guide No. 43 . Medical Teacher 38:12, pages 1188-1198.
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Elaine F. Dannefer & Richard A. Prayson. (2013) Supporting students in self-regulation: Use of formative feedback and portfolios in a problem-based learning setting. Medical Teacher 35:8, pages 655-660.
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Renée M. van der Leeuw & Irene A. Slootweg. (2013) Twelve tips for making the best use of feedback. Medical Teacher 35:5, pages 348-351.
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Subha Ramani & Sharon K. Krackov. (2012) Twelve tips for giving feedback effectively in the clinical environment. Medical Teacher 34:10, pages 787-791.
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