Meaningful feedback through a sociocultural lens

References

• Armson H, Lockyer JM, Zetkulic M, Konings KD, Sargeant J. 2019. Identifying coaching skills to improve feedback use in postgraduate medical education. Med Educ. 53(5):477–493.
   PubMed Web of Science ®Google Scholar
• Bandura A. 1977. Self-efficacy: toward a unifying theory of behavioral change. Psychol Rev. 84(2):191–215.
   PubMed Web of Science ®Google Scholar
• Bandura A. 1997. Self-efficacy: the exercise of control. New York (NY): W.H. Freeman.
   Google Scholar
• Benbassat J, Baumal R. 2005. Enhancing self-awareness in medical students: an overview of teaching approaches. Acad Med. 80(2):156–161.
   PubMed Web of Science ®Google Scholar
• Bing-You R, Hayes V, Varaklis K, Trowbridge R, Kemp H, McKelvy D. 2017. Feedback for learners in medical education: what is known? A scoping review. Acad Med. 92(9):1346–1354.
   PubMed Web of Science ®Google Scholar
• Bing-You RG, Paterson J, Levine MA. 1997. Feedback falling on deaf ears: residents' receptivity to feedback tempered by sender credibility. Med Teach. 19(1):40–44.
   Web of Science ®Google Scholar
• Bing-You RG, Trowbridge RL. 2009. Why medical educators may be failing at feedback. JAMA. 302(12):1330–1331.
   PubMed Web of Science ®Google Scholar
• Boud D. 1995. Enhancing learning through self assessment. London: Kogan Page.
   Google Scholar
• Boud D. 2015. Feedback: ensuring that it leads to enhanced learning. Clin Teach. 12(1):3–7.
   PubMed Web of Science ®Google Scholar
• Boysen PG. 2nd. 2013. Just culture: a foundation for balanced accountability and patient safety. Ochsner J. 13(3):400–406.
   PubMedGoogle Scholar
• Brown P, Levinson SC. 1987. Politeness: some universals in language usage. Cambridge Cambridgeshire: Cambridge University Press. (Studies in interactional sociolinguistics; 4).
   Google Scholar
• Bylund CL, Peterson EB, Cameron KA. 2012. A practitioner's guide to interpersonal communication theory: an overview and exploration of selected theories. Patient Educ Couns. 87(3):261–267.
   PubMed Web of Science ®Google Scholar
• Cantillon P, Sargeant J. 2008. Giving feedback in clinical settings. BMJ. 337:a1961
   PubMed Web of Science ®Google Scholar
• Daloz LA, Daloz LA. 1999. Mentor: guiding the journey of adult learners. 1st ed. San Francisco (CA): Jossey-Bass. (The Jossey-Bass higher and adult education series.
   Google Scholar
• Deci EL, Flaste R. 1995. Why we do what we do: the dynamics of personal autonomy. New York (NY): Putnam's Sons.
   Google Scholar
• Deci EL, Ryan RM. 1985. Intrinsic motivation and self-determination in human behavior. New York (NY): Plenum. (Perspectives in social psychology).
   Google Scholar
• Delva D, Sargeant J, MacLeod T. 2011. Feedback: a perennial problem. Med Teach. 33(10):861–862.
   PubMed Web of Science ®Google Scholar
• Dweck CS. 1990. Self-theories and goals: their role in motivation, personality, and development. Nebr Symp Motiv. 38:199–235.
   PubMed Web of Science ®Google Scholar
• Dweck CS. 2016. Mindset: the new psychology of success. Updated ed. New York (NY): Random House.
   Google Scholar
• Dweck CS. 2017. From needs to goals and representations: foundations for a unified theory of motivation, personality, and development. Psychol Rev. 124(6):689–719.
   PubMed Web of Science ®Google Scholar
• Eva KW, Armson H, Holmboe E, Lockyer J, Loney E, Mann K, Sargeant J. 2012. Factors influencing responsiveness to feedback: on the interplay between fear, confidence, and reasoning processes. Adv Health Sci Educ Theory Pract. 17(1):15–26.
   PubMed Web of Science ®Google Scholar
• Eva KW, Regehr G. 2008. “I'll never play professional football” and other fallacies of self-assessment. J Contin Educ Health Prof. 28(1):14–19.
   PubMed Web of Science ®Google Scholar
• Eva KW, Regehr G. 2011. Exploring the divergence between self-assessment and self-monitoring. Adv Health Sci Educ Theory Pract. 16(3):311–329.
   PubMed Web of Science ®Google Scholar
• Frankel AS, Leonard MW, Denham CR. 2006. Fair and just culture, team behavior, and leadership engagement: the tools to achieve high reliability. Health Serv Res. 41(4 Pt 2):1690–1709.
   PubMed Web of Science ®Google Scholar
• Gavriel J. 2016. Cognitive behavioural coaching principles and basic tools to support trainees. Educ Prim Care. 27(4):326–329.
   PubMed Web of Science ®Google Scholar
• Ginsburg S, Regehr G, Lingard L, Eva KW. 2015. Reading between the lines: faculty interpretations of narrative evaluation comments. Med Educ. 49(3):296–306.
   PubMed Web of Science ®Google Scholar
• Ginsburg S, van der Vleuten C, Eva KW, Lingard L. 2016. Hedging to save face: a linguistic analysis of written comments on in-training evaluation reports. Adv Health Sci Educ Theory Pract. 21(1):175–188.
   PubMed Web of Science ®Google Scholar
• Goleman D. 1998. The emotionally competent leader. Healthc Forum J. 41(2):36, 38, 76
   PubMedGoogle Scholar
• Harrison CJ, Konings KD, Dannefer EF, Schuwirth LW, Wass V, van der Vleuten CP. 2016. Factors influencing students' receptivity to formative feedback emerging from different assessment cultures. Perspect Med Educ. 5(5):276–284.
   PubMed Web of Science ®Google Scholar
• Harrison CJ, Konings KD, Schuwirth LWT, Wass V, van der Vleuten C. 2017. Changing the culture of assessment: the dominance of the summative assessment paradigm. BMC Med Educ. 17(1):73.
   PubMed Web of Science ®Google Scholar
• Könings KD, Brand-Gruwel S, Merriënboer JJG. 2005. Towards more powerful learning environments through combining the perspectives of designers, teachers, and students. Br J Educ Psychol. 75(4):645–660.
   PubMed Web of Science ®Google Scholar
• Könings KD, Seidel T, van Merriënboer J. 2014. Participatory design of learning environments: integrating perspectives of students, teachers, and designers. Instr Sci. 42(1):1–9.
   Web of Science ®Google Scholar
• Könings KD, van Berlo J, Koopmans R, Hoogland H, Spanjers IA, ten Haaf JA, van der Vleuten CP, van Merrienboer JJ. 2016. Using a smartphone app and coaching group sessions to promote residents' reflection in the workplace. Acad Med. 91(3):365–370.
   PubMed Web of Science ®Google Scholar
• Kusurkar RA, Croiset G, Ten Cate TJ. 2011a. Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from self-determination theory. Med Teach. 33(12):978–982.
   PubMed Web of Science ®Google Scholar
• Kusurkar RA, Ten Cate TJ, van Asperen M, Croiset G. 2011b. Motivation as an independent and a dependent variable in medical education: a review of the literature. Med Teach. 33(5):e242–262.
   PubMed Web of Science ®Google Scholar
• LaDonna KA, Hatala R, Lingard L, Voyer S, Watling C. 2017. Staging a performance: learners' perceptions about direct observation during residency. Med Educ. 51(5):498–510.
   PubMed Web of Science ®Google Scholar
• Lane J, Lane AM, Kyprianou A. 2004. Self-efficacy, Self-esteem and their impact on academic performance. Soc Behav Pers. 32(3):247–256.
   Web of Science ®Google Scholar
• Lave J, Wenger E. 1991. Situated learning: legitimate peripheral participation. Cambridge (England): Cambridge University Press. (Learning in doing.
   Google Scholar
• Lovell B. 2018. What do we know about coaching in medical education? A literature review. Med Educ. 52(4):376–390.
   PubMed Web of Science ®Google Scholar
• Luft J. 1969. Of human interaction. Palo Alto (CA): National Press Books.
   Google Scholar
• Mann K, van der Vleuten C, Eva K, Armson H, Chesluk B, Dornan T, Holmboe E, Lockyer J, Loney E, Sargeant J. 2011. Tensions in informed self-assessment: how the desire for feedback and reticence to collect and use it can conflict. Acad Med. 86(9):1120–1127.
   PubMed Web of Science ®Google Scholar
• Mann KV. 2002. Thinking about learning: implications for principle-based professional education. J Contin Educ Health Prof. 22(2):69–76.
   PubMedGoogle Scholar
• Molloy E, Boud D. 2013. Seeking a different angle on feedback in clinical education: the learner as seeker, judge and user of performance information. Med Educ. 47(3):227–229.
   PubMed Web of Science ®Google Scholar
• Nicholls JG. 1979. Development of perception of own attainment and causal attributions for success and failure in reading. J Educ Psychol. 71(1):94–99.
   PubMed Web of Science ®Google Scholar
• Novack DH, Epstein RM, Paulsen RH. 1999. Toward creating physician-healers: fostering medical students' self-awareness, personal growth, and well-being. Acad Med. 74(5):516–520.
   PubMed Web of Science ®Google Scholar
• Novack DH, Suchman AL, Clark W, Epstein RM, Najberg E, Kaplan C. 1997. Calibrating the physician. Personal awareness and effective patient care. Working group on promoting physician personal awareness, American Academy on Physician and Patient. JAMA. 278(6):502–509.
   PubMed Web of Science ®Google Scholar
• Ramani S, Konings K, Mann KV, van der Vleuten C. 2017a. Uncovering the unknown: a grounded theory study exploring the impact of self-awareness on the culture of feedback in residency education. Med Teach. 39(10):1065–1073.
   PubMed Web of Science ®Google Scholar
• Ramani S, Konings KD, Ginsburg S, van der Vleuten C. 2019. Twelve tips to promote a feedback culture with a growth mind-set: swinging the feedback pendulum from recipes to relationships. Med Teach. 41(6):625–631.
   PubMed Web of Science ®Google Scholar
• Ramani S, Konings KD, Mann KV, Pisarski EE, van der Vleuten C. 2018. About politeness, face, and feedback: exploring resident and faculty perceptions of how institutional feedback culture influences feedback practices. Acad Med. 93(9):1348–1358.
   PubMed Web of Science ®Google Scholar
• Ramani S, Post SE, Konings K, Mann K, Katz JT, van der Vleuten C. 2017b. It's just not the culture”: a qualitative study exploring residents' perceptions of the impact of institutional culture on feedback. Teach Learn Med. 29(2):153–161.
   PubMed Web of Science ®Google Scholar
• Rangachari D, Brown LE, Kern DE, Melia MT. 2017. Clinical coaching: evolving the apprenticeship model for modern housestaff. Med Teach. 39(7):780–782.
   PubMed Web of Science ®Google Scholar
• Regehr G, Eva K. 2006. Self-assessment, self-direction, and the self-regulating professional. Clin Orthop Relat Res. 449:34–38.
   PubMed Web of Science ®Google Scholar
• Rich JV. 2017. Proposing a model of co-regulated learning for graduate medical education. Acad Med. 92(8):1100–1104.
   PubMed Web of Science ®Google Scholar
• Rider EA, Gilligan MC, Osterberg LG, Litzelman DK, Plews-Ogan M, Weil AB, Dunne DW, Hafler JP, May NB, Derse AR, et al. 2018. Healthcare at the crossroads: the need to shape an organizational culture of humanistic teaching and practice. J Gen Intern Med. 33(7):1092–1099.
   PubMed Web of Science ®Google Scholar
• Rochat P, Broesch T, Jayne K. 2012. Social awareness and early self-recognition. Conscious Cogn. 21(3):1491–1497.
   PubMed Web of Science ®Google Scholar
• Ryan RM, Deci EL. 2000. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am Psychol. 55(1):68–78.
   PubMed Web of Science ®Google Scholar
• Ryan RM, Deci EL. 2017. Self-determination theory: basic psychological needs in motivation, development, and wellness. New York (NY): Guilford Press.
   Google Scholar
• Sargeant J. 2015. Reflecting upon multisource feedback as 'assessment for learning'. Perspect Med Educ. 4(2):55–56.
   PubMed Web of Science ®Google Scholar
• Sargeant J, Armson H, Chesluk B, Dornan T, Eva K, Holmboe E, Lockyer J, Loney E, Mann K, van der Vleuten C. 2010. The processes and dimensions of informed self-assessment: a conceptual model. Acad Med. 85(7):1212–1220.
   PubMed Web of Science ®Google Scholar
• Sargeant J, Lockyer J, Mann K, Holmboe E, Silver I, Armson H, Driessen E, MacLeod T, Yen W, Ross K, Power M. 2015. Facilitated reflective performance feedback: developing an evidence- and theory-based model that builds relationship, explores reactions and content, and coaches for performance change (R2C2). Acad Med. 90(12):1698–1706.
   PubMed Web of Science ®Google Scholar
• Sargeant J, Lockyer JM, Mann K, Armson H, Warren A, Zetkulic M, Soklaridis S, Könings KD, Ross K, Silver I, et al. 2018. The R2C2 model in residency education: how does it foster coaching and promote feedback use? Acad Med. 93(7):1055–1063.
   PubMed Web of Science ®Google Scholar
• Sargeant J, Mann K, Ferrier S. 2005. Exploring family physicians' reactions to multisource feedback: perceptions of credibility and usefulness. Med Educ. 39(5):497–504.
   PubMed Web of Science ®Google Scholar
• Sargeant J, Mann K, Manos S, Epstein I, Warren A, Shearer C, Boudreau M. 2017. R2C2 in action: testing an evidence-based model to facilitate feedback and coaching in residency. J Grad Med Educ. 9(2):165–170.
   PubMedGoogle Scholar
• Sargeant J, Mann K, Sinclair D, van der Vleuten C, Metsemakers J. 2007. Challenges in multisource feedback: intended and unintended outcomes. Med Educ. 41(6):583–591.
   PubMed Web of Science ®Google Scholar
• Sargeant J, Mann K, Sinclair D, Van der Vleuten C, Metsemakers J. 2008a. Understanding the influence of emotions and reflection upon multi-source feedback acceptance and use. Adv in Health Sci Educ. 13(3):275–288.
   PubMed Web of Science ®Google Scholar
• Sargeant J, Mann K, van der Vleuten C, Metsemakers J. 2008b. Directed” self-assessment: practice and feedback within a social context. J Contin Educ Health Prof. 28(1):47–54.
   PubMed Web of Science ®Google Scholar
• Sargeant J, McNaughton E, Mercer S, Murphy D, Sullivan P, Bruce DA. 2011. Providing feedback: exploring a model (emotion, content, outcomes) for facilitating multisource feedback. Med Teach. 33(9):744–749.
   PubMed Web of Science ®Google Scholar
• Sargeant JM, Mann KV, van der Vleuten CP, Metsemakers JF. 2009. Reflection: a link between receiving and using assessment feedback. Adv Health Sci Educ Theory Pract. 14(3):399–410.
   PubMed Web of Science ®Google Scholar
• Schein EH. 2017. Organizational culture and leadership. 5th Edition. ed. Hoboken (NJ): Wiley.
   Google Scholar
• Sender Liberman A, Liberman M, Steinert Y, McLeod P, Meterissian S. 2005. Surgery residents and attending surgeons have different perceptions of feedback. Med Teach. 27(5):470–472.
   PubMed Web of Science ®Google Scholar
• Telio S, Ajjawi R, Regehr G. 2015. The “educational alliance” as a framework for reconceptualizing feedback in medical education. Acad Med. 90(5):609–614.
   PubMed Web of Science ®Google Scholar
• Telio S, Regehr G, Ajjawi R. 2016. Feedback and the educational alliance: examining credibility judgements and their consequences. Med Educ. 50(9):933–942.
   PubMed Web of Science ®Google Scholar
• Ten Cate TJ. 2013. Why receiving feedback collides with self determination. Adv Health Sci Educ Theory Pract. 18(4):845–849.
   PubMed Web of Science ®Google Scholar
• Ten Cate TJ, Kusurkar RA, Williams GC. 2011. How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE guide No. 59. Med Teach. 33(12):961–973.
   PubMed Web of Science ®Google Scholar
• Ten Cate TJ, Snell L, Mann K, Vermunt J. 2004. Orienting teaching toward the learning process. Acad Med. 79(3):219–228.
   PubMed Web of Science ®Google Scholar
• van de Ridder JM, Berk FC, Stokking KM, Ten Cate OT. 2014. Feedback providers' credibility impacts students' satisfaction with feedback and delayed performance. Med Teach. 37(8):1–8.
   PubMed Web of Science ®Google Scholar
• van de Ridder JM, McGaghie WC, Stokking KM, ten Cate OT. 2015a. Variables that affect the process and outcome of feedback, relevant for medical training: a meta-review. Med Educ. 49(7):658–673.
   PubMed Web of Science ®Google Scholar
• van de Ridder JM, Peters CM, Stokking KM, de Ru JA, Ten Cate OT. 2015b. Framing of feedback impacts student's satisfaction, self-efficacy and performance. Adv Health Sci Educ Theory Pract. 20(3):803–816.
   PubMed Web of Science ®Google Scholar
• van der Vleuten CP, Schuwirth LW, Driessen EW, Dijkstra J, Tigelaar D, Baartman LK, van Tartwijk J. 2012. A model for programmatic assessment fit for purpose. Med Teach. 34(3):205–214.
   PubMed Web of Science ®Google Scholar
• VandeWalle D, Cron WL, Slocum JW. Jr. 2001. The role of goal orientation following performance feedback. J Appl Psychol. 86(4):629–640.
   PubMed Web of Science ®Google Scholar
• VandeWalle D, Cummings LL. 1997. A test of the influence of goal orientation on the feedback-seeking process. J Appl Psychol. 82(3):390–400.
   PubMed Web of Science ®Google Scholar
• VandeWalle D, Ganesan S, Challagalla GN, Brown SP. 2000. An integrated model of feedback-seeking behavior: disposition, context, and cognition. J Appl Psychol. 85(6):996–1003.
   PubMed Web of Science ®Google Scholar
• Vermunt JD, Verloop N. 1999. Congruence and friction between learning and teaching. Learn Instr. 9(3):257–280.
   Web of Science ®Google Scholar
• Watling C. 2014a. Cognition, culture, and credibility: deconstructing feedback in medical education. Perspect Med Educ. 3(2):124–128.
   PubMedGoogle Scholar
• Watling CJ. 2014b. Unfulfilled promise, untapped potential: feedback at the crossroads. Med Teach. 36(8):692–697.
   PubMed Web of Science ®Google Scholar
• Watling C. 2015. When I say … learning culture. Med Educ. 49(6):556–557.
   PubMed Web of Science ®Google Scholar
• Watling C. 2016. The uneasy alliance of assessment and feedback. Perspect Med Educ. 5(5):262–264.
   PubMed Web of Science ®Google Scholar
• Watling C, Driessen E, van der Vleuten CP, Lingard L. 2014. Learning culture and feedback: an international study of medical athletes and musicians. Med Educ. 48(7):713–723.
   PubMed Web of Science ®Google Scholar
• Watling C, Driessen E, van der Vleuten CP, Vanstone M, Lingard L. 2012. Understanding responses to feedback: the potential and limitations of regulatory focus theory. Med Educ. 46(6):593–603.
   PubMed Web of Science ®Google Scholar
• Watling C, Driessen E, van der Vleuten CP, Vanstone M, Lingard L. 2013a. Beyond individualism: professional culture and its influence on feedback. Med Educ. 47(6):585–594.
   PubMed Web of Science ®Google Scholar
• Watling C, Driessen E, van der Vleuten CP, Vanstone M, Lingard L. 2013b. Music lessons: revealing medicine's learning culture through a comparison with that of music. Med Educ. 47(8):842–850.
   PubMed Web of Science ®Google Scholar
• Watling CJ, Ginsburg S. 2019. Assessment, feedback and the alchemy of learning. Med Educ. 53(1):76–85.
   PubMed Web of Science ®Google Scholar
• Watling CJ, LaDonna KA. 2019. Where philosophy meets culture: exploring how coaches conceptualise their role. Med Educ. 53(5): 467–476.
   PubMed Web of Science ®Google Scholar