Feedback for learners in medical education: What is known? A scoping review.

Bing-You, Robert; Hayes, Victoria; Varaklis, Kalli; Trowbridge, Robert; Kemp, Heather; McKelvy, Dina

doi:10.1097/acm.0000000000001578

Cited by 256Innovations in Medical EducationStudent Assessment and FeedbackClinical Reasoning and Diagnostic Skills

Feedback for learners in medical education: What is known? A scoping review.

Bing-You, Robert, Hayes, Victoria, Varaklis, Kalli, Trowbridge, Robert, Kemp, Heather, McKelvy, Dina·2017·Academic Medicine

DOI 10.1097/acm.0000000000001578

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Abstract

Purpose: To conduct a scoping review of the literature on feedback for learners in medical education. Method: In 2015–2016, the authors searched the Ovid MEDLINE, ERIC, CINAHL, ProQuest Dissertations and Theses Global, Web of Science, and Scopus databases and seven medical education journals (via OvidSP) for articles published January 1980–December 2015. Two reviewers screened articles for eligibility with inclusion criteria. All authors extracted key data and analyzed data descriptively. Results: The authors included 650 articles in the review. More than half (n = 341) were published during 2010–2015. Many centered on medical students (n = 274) or residents (n = 192); some included learners from other disciplines (n = 57). Most (n = 633) described methods used for giving feedback; some (n = 95) described opinions and recommendations regarding feedback. Few studies assessed approaches to feedback with randomized, educational trials (n = 49) or described changes in learner behavior after feedback (n = 49). Even fewer assessed the impact of feedback on patient outcomes (n = 28). Conclusions: Feedback is considered an important means of improving learner performance, as evidenced by the number of articles outlining recommendations for feedback approaches. The literature on feedback for learners in medical education is broad, fairly recent, and generally describes new or altered curricular approaches that involve feedback for learners. High-quality, evidence-based recommendations for feedback are lacking. In addition to highlighting calls to reassess the concepts and complex nature of feedback interactions, the authors identify several areas that require further investigation.

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Feedback in medical education is a complex social interaction, influenced by the feedback provider, feedback receiver, and context.
“The number of studies addressing the provision of feedback in medical education continues to increase, 1 and their results support viewing feedback as a complex social interaction, influenced by the feedback provider, feedback receiver, and context.”
From The R2C2 Model in Residency Education: How Does It Foster Coaching and Promote Feedback Use? (2018) · cites this paper as [1]

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Authors: Bing-You, R., Hayes, V., Varaklis, K., Trowbridge, R., Kemp, H., & McKelvy, D.
Affiliations: R. Bing-Youis professor, Tufts University School of Medicine, and vice president for medical education, Maine Medical Center, Portland, Maine.
Tufts University (US)
Maine Medical Center (US)
ORCID: Hayes, Victoria
Varaklis, Kalli
Trowbridge, Robert
McKelvy, Dina
Venue: Academic Medicine
Publisher: Oxford University Press (OUP)
Published: 2017-09
Volume: 92
Issue: 9
Pages: 1346-1354
ISSN: 1040-2446 (ISSN-L)
DOI: 10.1097/acm.0000000000001578
OpenAlex: W2588262856
Semantic Scholar: 863f477287e55cf78d6f064c488fb4a38eacb6b5
Cited by: 256
References: 86
Citations by year: 2026: 26 · 2025: 24 · 2024: 33 · 2023: 23 · 2022: 34 · 2021: 47 · 2020: 20 · 2019: 32 · 2018: 11 · 2017: 5
FWCI: 3.02
Type: journal article
Language: en
Open access: closed
Locations: Academic Medicine (publishedVersion)
PubMed (publishedVersion)
Topics: Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
Social Sciences › Education › Student Assessment and Feedback
Health Sciences › Medicine › Family Practice › Clinical Reasoning and Diagnostic Skills
Keywords: feedback, medical education, learner performance, medical students, residents (medical training), feedback methods, learner behavior, patient outcomes, evidence-based recommendations
MeSH terms: Formative Feedback, Education, Medical, Humans, Learning

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