Qualitative and quantitative feedback in the context of competency-based education

References

• Bennett TM. 2009. ‘The relationship between the subordinate’s perception of the leadership style of IT managers and the subordinate’s perceptions of IT manager’s ability to inspire extra effort, to be effective, and to enhance satisfaction with management’. Allied Acad Int Conf Acad Strategic Manage Proc. 8:11.
   Google Scholar
• Brehaut JC, Colquhoun HL, Eva KW, Carroll K, Sales A, Michie S, Ivers N, Grimshaw JM. 2016. Practice feedback interventions: 15 suggestions for optimizing effectiveness. Ann Intern Med. 164:435–441.
   PubMed Web of Science ®Google Scholar
• Brukner H. 1999. Giving effective feedback to medical students: a workshop for faculty and house staff. Med Teach. 21:161–165.
   PubMed Web of Science ®Google Scholar
• Day SC, Norcini JJ, Diserens D, Cebul RD, Schwartz JS, Beck LH, Webster GD, Schnabel TG, Elstein A. 1990. The validity of an essay test of clinical judgement. Acad Med. 65(9 Suppl):S39–S40.
   Web of Science ®Google Scholar
• Davis DA, Mazmanian PE, Fordis M, Van Harrison R, Thorpe KE, Perrier L. 2006. Accuracy of physician self-assessment compared with observed measures of competence: a systematic review. JAMA. 296:1094–1102.
   PubMed Web of Science ®Google Scholar
• Dudek NL, Marks MB, Regehr G. 2005. Failure to fail: the perspectives of clinical supervisors. Acad Med. 80:S84–S87.
   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. 17:15–26.
   PubMed Web of Science ®Google Scholar
• Frank JR, Snell LS, Ten Cate O, Holmboe ES, Carraccio C, Swing SR, Harris P, et al. 2010. Competency-based medical education: theory to practice. Med Teach. 32:638–645.
   PubMed Web of Science ®Google Scholar
• Gelula M, Yudkowsky R. 2003. Using standardized students in faculty development workshops to improve clinical teaching skills. Med Educ. 37:621–629.
   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. 49:296–306.
   PubMed Web of Science ®Google Scholar
• Hattie J, Timperley H. 2007. The power of feedback. Rev Educ Res. 77:81–112.
   Web of Science ®Google Scholar
• Higgins R, Hartley P, Skelton A. 2001. Getting the message across: the problem of communicating assessment feedback. Teach High Educ. 6:269–274.
   Google Scholar
• Holmboe ES, Ward DS, Reznick RK, et al. 2011. Faculty development in assessment: the missing link in competency-based medical education. Acad Med. 86:460–467.
   PubMed Web of Science ®Google Scholar
• Howley LD, Wilson WG. 2004. Direct observation of students during clerkship rotations: a multiyear descriptive study. Acad Med. 79:276–280.
   PubMed Web of Science ®Google Scholar
• Isaacson JH, Posk LK, Litaker DG, Halperin AK. 1995. Residents’ perceptions of the evaluation process. J Gen Intern Med. 10(Suppl):S89.
   Google Scholar
• Ivers N, Jamtvedt G, Flottorp S, Young J, Odgaard-Jensen J, French S, O’Brien M, Johansen M, Grimshaw J, Oxman A. 2012. Audit and feedback: effects on professional practice and healthcare outcomes. Cochrane Database Syst Rev. DOI:10.1002/14651858.CD000259.pub3
   PubMed Web of Science ®Google Scholar
• Kluger A, DeNisi A. 1996. Effects of feedback intervention on performance: a historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychol Bull. 119:254–284.
   Web of Science ®Google Scholar
• Lefroy J, Watling C, Teunissen PW, Brand P. 2015. Guidelines on feedback for clinical education: the dos, don’ts, and don’t knows of feedback for clinical education. Perspect Med Educ. 4:284–299.
   PubMed Web of Science ®Google Scholar
• Lye PS, Biernat KA, Bragg DS, Simpson DE. 2001. A pleasure to work with-an analysis of written comments on student evaluations. Ambul Pediatr. 1:128–131.
   PubMedGoogle Scholar
• Noel GL, Herbers JE, Caplow MP, Cooper GS, Pangaro LN, Harvey J. 1992. How well do internal medicine faculty members evaluate the clinical skills of residents? Ann Intern Med. 117:757–765.
   PubMed Web of Science ®Google Scholar
• Regan-Smith M, Hirschmann K, Iobst W. 2007. Direct observation of faculty with feedback: an effective means of improving patient-centred and learner-centred teaching skills. Teach Learn Med. 19:278–286.
   PubMed Web of Science ®Google Scholar
• Salerno SM, O’Malley PG, Pangaro LN, et al. 2002. Faculty development seminars based on the one-minute preceptor improve feedback in the ambulatory setting. J Gen Intern Med. 17:779–787.
   PubMed Web of Science ®Google Scholar
• Salerno SM, Jackson JL, O’Malley PG. 2003. Interactive faculty development seminars improve the quality of written feedback in ambulatory teaching. J Gen Intern Med. 18:831–834.
   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. 90:1698–1706.
   PubMed Web of Science ®Google Scholar
• Shute V. 2008. Focus on formative feedback. Rev Educ Res. 78:153–189.
   Web of Science ®Google Scholar
• Steinert Y. 2014. Learning from experience: from work-based learning to communities of practice. In: Steinert Y, editor. Faculty development in the health professions: a focus on research and practice. Dordrecht (the Netherlands): Springer; p. 141–158.
   Google Scholar
• Stone S, Mazor K, Devaney-O’Neil S, et al. 2009. Development and implementation of an Objective Structured Teaching Exercise (OSTE) to evaluate improvement in feedback skills following a faculty development workshop. Teach Learn Med. 15:7–13.
   Web of Science ®Google Scholar
• Telio S, Ajjawai R, Regehr G. 2015. The “educational alliance as a framework for reconceptualizing feedback in medical education”. Acad Med. 90:609–614.
   PubMed Web of Science ®Google Scholar
• van de Ridder J, McGaghie W, Stokking K, Ten Cate O. 2015. Variables that affect the process and outcome of feedback, relevant for medical training: a meta-review. Med Educ. 49:658–673.
   PubMed Web of Science ®Google Scholar
• Watling CJ, Kenyon C, Zibrowski E, Schulz V, Singh I, Goldszmidt M, Maddocks HL, Lingard L. 2008. Rules of engagement: residents’ perceptions of the in-training evaluation process. Acad Med. 83:S97–S100.
   PubMed Web of Science ®Google Scholar
• Watling C, Driessen E, van der Vleuten C, Vanstone M, Lingard L. 2013. Beyond individualism: professional culture and its influence on feedback. Med Educ. 47:585–594.
   PubMed Web of Science ®Google Scholar
• Watling C, Driessen E, van der Vleuten C, Lingard L. 2014. Learning culture and feedback: an international study of medical athletes and musicians. Med Educ. 48:713–723.
   PubMed Web of Science ®Google Scholar