Feedback in family medicine clerkships: a qualitative interview study of stakeholders in community-based teaching

References

• Bing-You R, Hayes V, Varaklis K, et al. Feedback for learners in medical education: what is known? A scoping review. Acad Med. 2017;92(9):1346–12.
   PubMed Web of Science ®Google Scholar
• van de Ridder JM, McGaghie WC, Stokking KM, et al. Variables that affect the process and outcome of feedback, relevant for medical training: a meta-review. Med Educ. 2015;49(7):658–673.
   PubMed Web of Science ®Google Scholar
• Morris C, Blaney D. Work-based learning. In: T S, editor. Understanding medical education: evidence, theory and practice. Edinburgh: Assocation for the study of medical education; 2010. p. 69–82.
   Google Scholar
• Burgess A, van Diggele C, Roberts C, et al. Feedback in the clinical setting. BMC Med Educ. 2020;20(2):460.
   PubMedGoogle Scholar
• Richter, F. Medizinischer Fakultätentag der Bundesrepublik Deutschland e.V. and Gesellschaft für Medizinische Ausbildung e.V. NKLM Nationaler kompetenzbasierter Lernzielkatalog Medizin. In: 76. Ordentlichen Medizinischen Fakultätentages am 04.06.2015. Kiel:MFT Medizinischer Fakultätentag der Bundesrepublik Deutschland; 2015. p. eV
   Google Scholar
• Hattie J, Timperley H. The power of feedback. Rev Educ Res. 2007;77(1):81–112.
   Web of Science ®Google Scholar
• Frandsen KD, Millis MA. On conceptual, theoretical and empirical treatments of feedback in human communication: fifteen years later. Commun Rep. 1993;6(2):79–91.
   Google Scholar
• Pelgrim EA, Kramer AWM, Mokkink HGA, et al. The process of feedback in workplace-based assessment: organisation, delivery, continuity. Med Educ. 2012;46(6):604–612.
   PubMed Web of Science ®Google Scholar
• Johnson CE, Keating JL, Boud DJ, et al. Identifying educator behaviours for high quality verbal feedback in health professions education: literature review and expert refinement. BMC Med Educ. 2016;16(1):96.
   PubMedGoogle Scholar
• Gran SF, Brænd AM, Lindbæk M, et al. General practitioners’ and students’ experiences with feedback during a six-week clerkship in general practice: a qualitative study. Scand J Prim Health Care. 2016;34(2):172–179.
   PubMed Web of Science ®Google Scholar
• Lefroy J, Watling C, Teunissen PW, et al. Guidelines: the do’s, don’ts and don’t knows of feedback for clinical education. Perspect Med Educ. 2015;4(6):284–299.
   PubMed Web of Science ®Google Scholar
• Bing-You R, Hayes V, Palka T, et al. The art (and artifice) of seeking feedback: clerkship students’ approaches to asking for feedback. Acad Med. 2018;93(8):1218–1226.
   PubMedGoogle Scholar
• Krackov SK. Expanding the horizon for feedback. Med Teach. 2011;33(11):873–874.
   PubMed Web of Science ®Google Scholar
• Yang M, Carless D. The feedback triangle and the enhancement of dialogic feedback processes. Teach Higher Educ. 2013;18(3):285–297.
   Web of Science ®Google Scholar
• Gottlob K, Joos S, Haumann H. The teaching and learning environment of a primary care medical student clinical attachment (“Famulatur”) - a qualitative study on experiences of students and primary care physicians in Germany. GMS J Med Educ. 2019;36(3): Doc28. DOI:10.3205/zma001236
   PubMedGoogle Scholar
• de Villiers M, van Schalkwyk S, Blitz J, et al. Decentralised training for medical students: a scoping review. BMC Med Educ. 2017;17(1):196.
   PubMed Web of Science ®Google Scholar
• Huenges B, Gulich M, Böhme K, et al. Recommendations for undergraduate training in the primary care sector--position paper of the GMA-Primary Care Committee. GMS Zeitschrift fur medizinische Ausbildung. 2014;31(3):Doc35.
   PubMedGoogle Scholar
• Nikendei C, Weyrich P, Jünger J, et al. Medical education in Germany. Med Teach. 2009;31(7):591–600.
   PubMed Web of Science ®Google Scholar
• Steffen M-T, Joos S, Koch R. Quality assurance of decentralized teaching formats: a national cross-sectional survey within the framework of a mixed-method study German College of General Practitioners and Family Physicians . In: 53. Kongress für Allgemeinmedizin und Familienmedizin. Erlangen: German Medical Science GMS Publishing House; 2019 September 14, 2019. p. 12.
   Google Scholar
• Bosner S, Roth LM, Duncan GF, et al. Verification and feedback for medical students: an observational study during general practice rotations. Postgrad Med J. 2017;93(1095):3–7.
   PubMedGoogle Scholar
• Oliveira Franco RL, Martins Machado JL, Satovschi Grinbaum R, et al. Barriers to outpatient education for medical students: a narrative review. Int J Med Educ. 2019;10:180–190.
   PubMed Web of Science ®Google Scholar
• Ferenchick G, Simpson D, Blackman J, et al. Strategies for efficient and effective teaching in the ambulatory care setting. Acad Med. 1997;72(4):277–280.
   PubMed Web of Science ®Google Scholar
• Shipengrover JA, James PA. Measuring instructional quality in community-orientated medical education: looking into the black box. Med Educ. 1999;33(11):846–853.
   PubMed Web of Science ®Google Scholar
• Ende J. Feedback in clinical medical education. Jama. 1983;250(6):777–781.
   PubMed Web of Science ®Google Scholar
• Kolb DA. Experiential learning - experience as the source of learning and development. (Second Edition) ed. Upper Saddle River New Jersey: Pearson Education; 2015.
   Google Scholar
• O’Brien BC, Harris IB, Beckman TJ, et al. Standards for reporting qualitative research: a synthesis of recommendations. Acad Med. 2014;89(9):1245–1251.
   PubMed Web of Science ®Google Scholar
• Malterud K, Siersma VD, Guassora AD. Sample Size in Qualitative Interview Studies: guided by Information Power. Qual Health Res. 2016;26(13):1753–1760.
   PubMed Web of Science ®Google Scholar
• Schreier M. Qualitative content analysis in practice. Thousand Oaks, CA: SAGE Publications; 2012.
   Google Scholar
• Flick U. Triangulation - Eine Einführung. Wiesbaden: VS Verlag für Sozialwissenschaften, Springer Fachmedien Wiesbaden GmbH; 2011.
   Google Scholar
• Helfferich C. Die Qualität qualitativer Daten.Wiesbaden: Springer; Vol. 4. 2011.
   Google Scholar
• Hewson MG, Little ML. Giving feedback in medical education. J Gen Intern Med. 1998;13(2):111–116.
   PubMed Web of Science ®Google Scholar
• Schultz KW, Kirby J, Delva D, et al. Medical students’ and residents’ preferred site characteristics and preceptor behaviours for learning in the ambulatory setting: a cross-sectional survey. BMC Med Educ. 2004;4:12.
   PubMedGoogle Scholar
• Bienstock JL, Katz NT, Cox SM, et al. To the point: medical education reviews—providing feedback. Am J Obstet Gynecol. 2007;196(6):508–513.
   PubMed Web of Science ®Google Scholar
• Burgess A, Mellis C. Feedback and assessment for clinical placements: achieving the right balance. Adv Med Educ Pract. 2015;6:373–381.
   PubMed Web of Science ®Google Scholar
• Kilminster S, Cottrell D, Grant J, et al. AMEE guide no. 27: effective educational and clinical supervision. Med Teach. 2007;29(1):2–19.
   PubMed Web of Science ®Google Scholar
• Sadler DR. Formative assessment and the design of instructional systems. Instructional Sci. 1989;18(2):119–144.
   Web of Science ®Google Scholar
• Zahid A, Hong J, Young CJ. Surgical supervisor feedback affects performance: a blinded randomized study. Cureus. 2017;9(5):e1276.
   PubMedGoogle Scholar
• Telio S, Ajjawi R, Regehr G. The “educational alliance” as a framework for reconceptualizing feedback in medical education. Acad Med. 2015;90(5):609–614.
   PubMed Web of Science ®Google Scholar
• Bowen L, Marshall M, Murdoch-Eaton D. Medical student perceptions of feedback and feedback behaviors within the context of the “educational alliance”. Acad Med. 2017;92(9):1303–1312.
   PubMed Web of Science ®Google Scholar
• Jamshidian S, Yamani N, Sabri MR, et al. Problems and challenges in providing feedback to clinical teachers on their educational performance: a mixed-methods study. J Educ Health Promot. 2019;8:8.
   PubMedGoogle Scholar
• Fleit HB, Iuli, R.J., Fischel, J.E., Lu, W.H. and Chandran, L., et al. A model of influences on the clinical learning environment: the case for change at one U.S. medical school. BMC Med Educ. 2017;17(1):63.
   PubMed Web of Science ®Google Scholar