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Medical Teacher Volume 35, 2013 - Issue 9
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Research Article

Reflection as a component of formative assessment appears to be instrumental in promoting the use of feedback; an observational study

E.A.M. PelgrimRadboud University Nijmegen Medical Centre, the Netherlands; ELISABETH A.M. PELGRIM is researcher at the Department of Primary Care and Community Care, Radboud University Nijmegen Medical Centre, the Netherlands. She is currently working on her PhD project on feedback based on direct observation of clinical encounters in work-based assessment in the GP-training setting.Correspondence[email protected]
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A.W.M. KramerRadboud University Nijmegen Medical Centre, the Netherlands; ANNEKE W.M. KRAMER, PhD, is senior researcher at the Department of Primary Care and Community Care, Radboud University Nijmegen Medical Centre, the Netherlands and also works as a general practitioner in Utrecht.
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H.G.A. MokkinkRadboud University Nijmegen Medical Centre, the Netherlands; HENK G.A. MOKKINK, PhD, is methodologist at the Department of Primary Care and Community Care, Radboud University Nijmegen Medical Centre, the Netherlands.
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C.P.M. van der VleutenRadboud University Nijmegen Medical Centre, the Netherlands;Maastricht University, the Netherlands; CEES P.M. VAN DER VLEUTEN, PhD, is Professor of Education, Chair of the Department of Educational Development and Research, Scientific Director of the School of Health Professions Education (SHE) at Maastricht University, the Netherlands. He holds honorary appointments in the University of Copenhagen (Denmark), King Saud University (Riyadh) and Radboud University (Nijmegen).
Pages 772-778 | Published online: 01 Jul 2013

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Heather Leggett, John Sandars & Trudie Roberts. (2019) Twelve tips on how to provide self-regulated learning (SRL) enhanced feedback on clinical performance. Medical Teacher 41:2, pages 147-151.
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Irène Garcia, Richard W. James, Paul Bischof & Anne Baroffio. (2017) Self-Observation and Peer Feedback as a Faculty Development Approach for Problem-Based Learning Tutors: A Program Evaluation. Teaching and Learning in Medicine 29:3, pages 313-325.
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Jocelyn Lockyer, Carol Carraccio, Ming-Ka Chan, Danielle Hart, Sydney Smee, Claire Touchie, Eric S. Holmboe & Jason R. Frank. (2017) Core principles of assessment in competency-based medical education. Medical Teacher 39:6, pages 609-616.
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Articles from other publishers (31)

Neil Price, Tanisha Jowsey & Jennifer Weller. (2023) Reflecting on insight and insights into reflection: a systematic review of insight and reflection in post graduate medical education. ANZ Journal of Surgery 93:11, pages 2589-2599.
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Sabrina Vieth & Miranda Lewis. 2022. Handbook of Research on Digital-Based Assessment and Innovative Practices in Education. Handbook of Research on Digital-Based Assessment and Innovative Practices in Education 61 89 .
Sang-Shin Lee, Haeyoung Lee & Hyunyong Hwang. (2022) New approach to learning medical procedures using a smartphone and the Moodle platform to facilitate assessments and written feedback. Kosin Medical Journal 37:1, pages 75-82.
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Jessica Weallans, Caroline Roberts, Sarah Hamilton & Stephen Parker. (2022) Guidance for providing effective feedback in clinical supervision in postgraduate medical education: a systematic review. Postgraduate Medical Journal 98:1156, pages 138-149.
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Felix Krause, Dirk Ziebolz, Katrin Rockenbauch, Rainer Haak & Gerhard Schmalz. (2021) A video‐ and feedback‐based approach to teaching communication skills in undergraduate clinical dental education: The student perspective. European Journal of Dental Education 26:1, pages 138-146.
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Elisa Bindels, Myra van den Goor, Albert Scherpbier, Kiki Lombarts & Sylvia Heeneman. (2021) Sharing Reflections on Multisource Feedback in a Peer Group Setting: Stimulating Physicians’ Professional Performance and Development. Academic Medicine 96:10, pages 1449-1456.
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Alison Fielding, Benjamin Eric Mundy, Amanda Tapley, Linda Klein, Sarah Gani, Michael Bentley, Rachael Boland, Lina Zbaidi, Mieke L van Driel, Elizabeth Holliday & Parker Magin. (2021) Study protocol: content and perceived educational utility of different modalities of clinical teaching visit (CTV) workplace-based assessments within Australian general practice vocational training: a cross-sectional study. BMJ Open 11:4, pages e045643.
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SaurabhRamBihariLal Shrivastava & PrateekSaurabh Shrivastava. (2021) Supporting integrated curriculum in medical education with integrated assessments to maximise output. Journal of Clinical and Scientific Research 10:3, pages 192.
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M. C. Dohms, C. F. Collares & I. C. Tibério. (2020) Video-based feedback using real consultations for a formative assessment in communication skills. BMC Medical Education 20:1.
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Rylan Egan, Timothy Chaplin, Adam Szulewski, Heather Braund, Nicholas Cofie, Tamara McColl, Andrew K. Hall, Damon Dagnone, Leah Kelley & Brent Thoma. (2019) A case for feedback and monitoring assessment in competency‐based medical education. Journal of Evaluation in Clinical Practice 26:4, pages 1105-1113.
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Margareth Alves Bastos e Castro, Alessandra Lamas Granero Lucchetti, Sandra Helena Cerrato Tibiriçá, Oscarina da Silva Ezequiel & Giancarlo Lucchetti. (2020) Use of feedback on medium-term blood pressure measurement skills in medical students: a randomized controlled trial. Blood Pressure Monitoring 25:3, pages 147-154.
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Kathryn Haughney, Shawnee Wakeman & Laura Hart. (2020) Quality of Feedback in Higher Education: A Review of Literature. Education Sciences 10:3, pages 60.
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Reina M. Abraham & Veena S. Singaram. (2019) Using deliberate practice framework to assess the quality of feedback in undergraduate clinical skills training. BMC Medical Education 19:1.
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Marrigje E. Duitsman, Marije van Braak, Wyke Stommel, Marianne ten Kate-Booij, Jacqueline de Graaf, Cornelia R. M. G. Fluit & Debbie A. D. C. Jaarsma. (2019) Using conversation analysis to explore feedback on resident performance. Advances in Health Sciences Education 24:3, pages 577-594.
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James Brown, Margaret Bearman, Catherine Kirby, Elizabeth Molloy, Deborah Colville & Debra Nestel. (2019) Theory, a lost character? As presented in general practice education research papers. Medical Education 53:5, pages 443-457.
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Jose Francois, Jeffrey Sisler & Stephanie Mowat. (2018) Peer-assisted debriefing of multisource feedback: an exploratory qualitative study. BMC Medical Education 18:1.
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Uma Padhye Phatak, John Encandela, Susan Kashaf, Scott Casper, Caitlin Loomis & Michael Green. (2018) Evaluation of a Faculty Coach Pilot Program to Teach and Assess Entrustable Professional Activities and Reflective Learning in Medical Students. Medical Science Educator 28:4, pages 721-728.
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Saad Y. Salim & Jonathan White. (2017) Swimming in a tsunami of change. Advances in Health Sciences Education 23:2, pages 407-411.
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Robert Bing-YouKalli VaraklisVictoria HayesRobert TrowbridgeHeather KempDina McKelvy. (2018) The Feedback Tango: An Integrative Review and Analysis of the Content of the Teacher–Learner Feedback Exchange. Academic Medicine 93:4, pages 657-663.
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Erynne A. Faucett, Hilary C. McCrary, Jonnae Y. Barry, Ahlam A. Saleh, Audrey B. Erman & Stacey L. Ishman. (2017) High‐Quality Feedback Regarding Professionalism and Communication Skills in Otolaryngology Resident Education. Otolaryngology–Head and Neck Surgery 158:1, pages 36-42.
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Felix Krause, Gerhard Schmalz, Rainer Haak & Katrin Rockenbauch. (2017) The impact of expert- and peer feedback on communication skills of undergraduate dental students – a single-blinded, randomized, controlled clinical trial. Patient Education and Counseling 100:12, pages 2275-2282.
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Margaretha H. Sagasser, Anneke W. M. Kramer, Cornelia R. M. G. Fluit, Chris van Weel & Cees P. M. van der Vleuten. (2016) Self-entrustment: how trainees’ self-regulated learning supports participation in the workplace. Advances in Health Sciences Education 22:4, pages 931-949.
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Rodney K. Goodyear & Tony Rousmaniere. 2017. The Cycle of Excellence. The Cycle of Excellence 67 95 .
Margaretha H. SagasserCornelia R.M.G. FluitChris van WeelCees P.M. van der VleutenAnneke W.M. Kramer. (2017) How Entrustment Is Informed by Holistic Judgments Across Time in a Family Medicine Residency Program: An Ethnographic Nonparticipant Observational Study. Academic Medicine 92:6, pages 792-799.
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Noelle Junod Perron, Martine Louis-Simonet, Bernard Cerutti, Eva Pfarrwaller, Johanna Sommer & Mathieu Nendaz. (2016) The quality of feedback during formative OSCEs depends on the tutors’ profile. BMC Medical Education 16:1.
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Renée M van der Leeuw, Mirjam P Schipper, Maas Jan Heineman & Kiki M J M H Lombarts. (2016) Residents' narrative feedback on teaching performance of clinical teachers: analysis of the content and phrasing of suggestions for improvement. Postgraduate Medical Journal 92:1085, pages 145-151.
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Stella L Ng, Elizabeth A Kinsella, Farah Friesen & Brian Hodges. (2015) Reclaiming a theoretical orientation to reflection in medical education research: a critical narrative review. Medical Education 49:5, pages 461-475.
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Robert L. Hulsman & Jane van der Vloodt. (2015) Self-evaluation and peer-feedback of medical students’ communication skills using a web-based video annotation system. Exploring content and specificity. Patient Education and Counseling 98:3, pages 356-363.
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Elisabeth AM Pelgrim, Anneke WM Kramer, Henk GA Mokkink & Cees PM van der Vleuten. (2014) Factors influencing trainers’ feedback-giving behavior: a cross-sectional survey. BMC Medical Education 14:1.
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Renée M van der Leeuw. (2014) Sharing is caring: dealing with feedback and difficult feelings. Medical Education 48:11, pages 1034-1036.
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Richard A. Prayson, S. Beth Bierer & Elaine F. Dannefer. (2014) Perspectives on Learning and Business Plans—More in Common Than Meets the Eye. Journal of Graduate Medical Education 6:1, pages 15-17.
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