Cited by 686Innovations in Medical EducationStudent Assessment and FeedbackClinical Reasoning and Diagnostic Skills

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What is feedback in clinical education?

Van De Ridder, J M Monica, Stokking, Karel M, McGaghie, William C, Ten Cate, Olle Th J·2008·Medical Education

DOI 10.1111/j.1365-2923.2007.02973.x

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Abstract

Objective Feedback is important in clinical education. However, the medical education literature provides no consensual definition of feedback. The aim of this study is to propose a consensual, research‐based, operational definition of feedback in clinical education. An operational definition is needed for educational practice and teacher training, and for research into the effectiveness of different types of feedback. Methods A literature search about definitions of feedback was performed in general sources, meta‐analyses and literature reviews in the social sciences and other fields. Feedback definitions given from 1995 to 2006 in the medical education literature are also reviewed. Results Three underlying concepts were found, defining feedback as ‘information’; as ‘reaction’, including information, and as a ‘cycle’, including both information and reaction. In most medical education and social science literature, feedback is usually conceptualised as information only. Comparison of feedback definitions in medical education reveals at least 9 different features. The following operational definition is proposed. Feedback is: ‘Specific information about the comparison between a trainee’s observed performance and a standard, given with the intent to improve the trainee’s performance.’ Conclusions Different conceptual representations and the use of different key features might be a cause for inconsistent definitions of feedback. The characteristics, strengths and weaknesses of this research‐based operational definition are discussed.

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Effects of an examiner’s positive and negative feedback on self-assessment of skill performance, emotional response, and self-efficacy in Korea: a quasi-experimental study
Kim, E. J., & Lee, K. R. (2019) · BMC Medical Education · doi:10.1186/s12909-019-1595-x · Cited by 67
Enhancing clinical skills in pediatric trainees: a comparative study of ChatGPT-assisted and traditional teaching methods
Ba, H., zhang, L., & Yi, Z. (2024) · BMC Medical Education · doi:10.1186/s12909-024-05565-1 · Cited by 58
“Furthermore, the on-site, real-time feedback from evaluators is likely instrumental in consolidating clinical skillsets, echoing findings on the potency of immediate feedback in clinical education [15, 16].”
Background
Perceptions of quality of feedback in organizations
Mulder, R. H., & Ellinger, A. D. (2013) · European journal of training and development · doi:10.1108/03090591311293266 · Cited by 57
Emotion as reflexive practice: A new discourse for feedback practice and research
Ajjawi, R., Olson, R. E., & McNaughton, N. (2021) · Medical Education · doi:10.1111/medu.14700 · Cited by 55
Providing Feedback
Sarkany, D., & Deitte, L. A. (2017) · Academic Radiology · doi:10.1016/j.acra.2016.11.023 · Cited by 59
Which characteristics of written feedback are perceived as stimulating students’ reflective competence: an exploratory study
Dekker, H., Schönrock-Adema, J., Snoek, J. W., van der Molen, T., & Cohen‐Schotanus, J. (2013) · BMC Medical Education · doi:10.1186/1472-6920-13-94 · Cited by 55
Mentoring portfolio use in undergraduate and postgraduate medical education
Dekker, H., Driessen, E. W., ter Braak, E. W. M. T., Scheele, F., Slaets, J. P. J., van der Molen, T., & Cohen‐Schotanus, J. (2009) · Medical Teacher · doi:10.3109/01421590903173697 · Cited by 55
“The most frequently reported mentoring aim was ‘providing feedback’, which is in line with the widely acknowledged opinion that feedback is the driving force behind improvement (Kluger & DeNisi 1996; Hattie & Timperley 2007; Van de Ridder et al. 2008).”
Result
Academic self‐efficacy in Bachelor‐level nursing students: Development and validation of a new instrument
Bulfone, G., Vellone, E., Maurici, M., Macale, L., & Alvaro, R. (2019) · Journal of Advanced Nursing · doi:10.1111/jan.14226 · Cited by 54
Interventions to improve diagnostic decision making: A systematic review and meta-analysis on reflective strategies
Prakash, S., Sladek, R., & Schuwirth, L. (2018) · Medical Teacher · doi:10.1080/0142159x.2018.1497786 · Cited by 53
“Feedback is defined as ‘specific information about the comparison between a trainee’s observed performance and a standard, given with the intent to improve the trainee’s performance’ (Van de Ridder et al. 2008).”
Background
Effects of longitudinal small‐group learning on delivery and receipt of communication skills feedback
Chou, C. L., Masters, D. E., Chang, A., Kruidering, M., & Hauer, K. E. (2013) · Medical Education · doi:10.1111/medu.12246 · Cited by 53
Actual vs perceived performance debriefing in surgery: practice far from perfect
Ahmed, M., Sevdalis, N., Vincent, C. A., & Arora, S. (2013) · The American Journal of Surgery · doi:10.1016/j.amjsurg.2013.01.007 · Cited by 53
‘I wish someone watched me interview:’ medical student insight into observation and feedback as a method for teaching communication skills during the clinical years
Schopper, H. K., Rosenbaum, M., & Axelson, R. D. (2016) · BMC Medical Education · doi:10.1186/s12909-016-0813-z · Cited by 53
“This would be in keeping with more general recommendations in the literature that to be an effective learning tool focused on learner improvement, feedback (formative evaluation) should be distinct rather than equivalent to summative evaluation [14, 18, 22].”
Result
Disparities in Feedback Provision to Emergency Medical Services Professionals
Cash, R. E., Crowe, R. P., Rodriguez, S. A., & Panchal, A. R. (2017) · Prehospital Emergency Care · doi:10.1080/10903127.2017.1328547 · Cited by 53
AI or Human? Evaluating Student Feedback Perceptions in Higher Education
Nazaretsky, T., Mejia-Domenzain, P., Swamy, V., Frej, J., & Käser, T. (2024) · Lecture Notes in Computer Science · doi:10.1007/978-3-031-72315-5_20 · Cited by 76
Enhancing learning experiences in pre-clinical restorative dentistry: the impact of virtual reality haptic simulators
Daud, A., Matoug‐Elwerfelli, M., Daas, H. I., Zahra, D., & Ali, K. (2023) · BMC Medical Education · doi:10.1186/s12909-023-04904-y · Cited by 52
Gender differences in self‐assessed clinical competence– a survey of young dentists in F inland
Karaharju‐Suvanto, T., Näpänkangas, R., Koivumäki, J., Pyörälä, E., & Vinkka‐Puhakka, H. (2014) · European Journal Of Dental Education · doi:10.1111/eje.12092 · Cited by 51
Improving patient safety through better teamwork: how effective are different methods of simulation debriefing? Protocol for a pragmatic, prospective and randomised study
Freytag, J., Stroben, F., Hautz, W. E., Eisenmann, D., & Kämmer, J. E. (2017) · BMJ Open · doi:10.1136/bmjopen-2017-015977 · Cited by 51
Specific feedback makes medical students better communicators
Engerer, C., Berberat, P. O., Dinkel, A., Rudolph, B., Sattel, H. C., & Wünsch, A. (2019) · BMC Medical Education · doi:10.1186/s12909-019-1470-9 · Cited by 54
Clinical skills‐related learning goals of senior medical students after performance feedback
Chang, A., Chou, C. L., Teherani, A., & Hauer, K. E. (2011) · Medical Education · doi:10.1111/j.1365-2923.2011.04015.x · Cited by 50
Guidance for providing effective feedback in clinical supervision in postgraduate medical education: a systematic review
Weallans, J., Roberts, C., Hamilton, S. J., & Parker, S. (2021) · Postgraduate Medical Journal · doi:10.1136/postgradmedj-2020-139566 · Cited by 55
The criteria of constructive feedback: The feedback that counts
Omer, A. A. A., & Abdularhim, M. (2017) · Journal of health specialties · doi:10.4103/2468-6360.198798 · Cited by 49
Using Natural Language Processing to Automatically Assess Feedback Quality: Findings From 3 Surgical Residencies
Ötleş, E., Kendrick, D. E., Solano, Q. P., Schuller, M. C., Ahle, S. L., Eskender, M. H., Carnes, E., & George, B. C. (2021) · Academic Medicine · doi:10.1097/acm.0000000000004153 · Cited by 50
Video‐Based Guided Simulation without Peer or Expert Feedback is Not Enough: A Randomized Controlled Trial of Simulation‐Based Training for Medical Students
Tejos, R., Crovari, F. J., Achurra, P., Ávila, R., Inzunza, M., Jarry, C., Martínez, J., Riquelme, A. J., Alseidi, A. A., & Varas, J. (2020) · World Journal of Surgery · doi:10.1007/s00268-020-05766-x · Cited by 46
The Concept of Self-Directed Learning: Implications for Practice in the Undergraduate Curriculum
Anshu, Gupta, P., & Singh, T. (2022) · Indian Pediatrics · doi:10.1007/s13312-022-2501-x · Cited by 49
“It is here that honest and explicit feedback helps them understand the reasons for their success or failures better, and this enhances their self-efficacy belief [35,36].”
Background

Authors: Van De Ridder, J. M. M., Stokking, K. M., McGaghie, W. C., & Ten Cate, O. T. J.
Affiliations: Utrecht University (NL)
Northwestern University (US)
ORCID: McGaghie, William C
Venue: Medical Education
Publisher: Wiley
Published: 2008-01-22
Volume: 42
Issue: 2
Pages: 189-197
ISSN: 0308-0110 (ISSN-L)
1365-2923
DOI: 10.1111/j.1365-2923.2007.02973.x
OpenAlex: W1807214239
Semantic Scholar: e411b553fd3fa2a57ef58d5fd2f19a8d83f555a4
Cited by: 686
References: 66
Citations by year: 2026: 30 · 2025: 39 · 2024: 46 · 2023: 41 · 2022: 46 · 2021: 72 · 2020: 45 · 2019: 44 · 2018: 37 · 2017: 39 · 2016: 54 · 2015: 29 · 2014: 42 · 2013: 44 · 2012: 27
FWCI: 2.38
Type: journal article
Language: en
Open access: closed
Licence: onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations: Medical Education (publishedVersion)
PubMed (publishedVersion)
Topics: Social Sciences › Education › Innovations in Medical Education
Social Sciences › Education › Student Assessment and Feedback
Health Sciences › Medicine › Family Practice › Clinical Reasoning and Diagnostic Skills
Keywords: feedback, clinical teaching, operational definitions, trainee performance, performance standards, teacher professional development, feedback loops
MeSH terms: Education, Medical, Feedback, Social Sciences, Teaching, Clinical Medicine, Observation

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