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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“[16], emphasize this when they write: “Feedback is specific information about the comparison between a trainees’ observed performance and a standard, given with the intent to improve the trainees’ performance.”
Background
Teaching Tip: Making the Most of Hospital Rounds
Lane, I. F., & Cornell, K. K. (2013) · Journal of Veterinary Medical Education · doi:10.3138/jvme.0113-027r · Cited by 11
Improving the content of feedback
McKinley, R. K., Williams, V., & Stephenson, C. (2010) · The Clinical Teacher · doi:10.1111/j.1743-498x.2010.00380.x · Cited by 11
“provide an eloquent and scholarly analysis of the concept of feedback.(2) They identified that feedback is frequently not defined, and, when it is defined, there is considerable variability in the concepts discussed.”
Influential
Explicit feedback to enhance the effect of an interim assessment: a cross-over study on learning effect and gender difference
Bekkink, M. O., Donders, R. A. R. T., van Muijen, G. N. P., de Waal, R. M. W., & Ruiter, D. J. (2012) · Perspectives on Medical Education · doi:10.1007/s40037-012-0027-y · Cited by 11
“Based on a literature review, feedback can be defined as ‘Specific information about the comparison between a trainee’s observed performance as a standard, given with the intent to improve the trainee’s performance’ [10].”
Background
Providing Effective Simulation Activities
Eppich, W., O’Connor, L. M., & Adler, M. (2013) · Wiley eBooks · doi:10.1002/9781118748039.ch12 · Cited by 11
Effects of a self-assessment procedure on VET teachers' competencies in coaching students' reflection skills
Diggelen, V. M. (2013) · TU/e Research Portal · doi:10.6100/ir752378 · Cited by 11
Feedback in medical education: beyond the traditional evaluation
Eidt, L. B. (2023) · Revista da Associação Médica Brasileira · doi:10.1590/1806-9282.20221086 · Cited by 11
A quality registers impact on community nurses’ in end-of-life care - a grounded theory study
LINDBLOM, A.-K., Bäck‐Pettersson, S., & Berggren, I. (2012) · Journal of Nursing Management · doi:10.1111/j.1365-2834.2011.01376.x · Cited by 10
“Although there is little consensus on the definition of feedback, van de Ridder et al. (2008) presented an operational definition of feedback in clinical education.”
Background
Peer feedback as a strategy to foster feedback literacy in first-year allied health students
Tripodi, N., Vaughan, B., & Wospil, R. (2021) · MedEdPublish · doi:10.15694/mep.2021.000115.1 · Cited by 10
“However, the culture of feedback in these professions is underpinned by often informal and ad hoc feedback, lacking a consistent approach to its delivery and utilisation (Van De Ridder et al., 2008; Johnson et al., 2016; Kornegay et al., 2017).”
Background
Effect of an interprofessional small-group communication skills training incorporating critical incident approaches in an acute care and rehabilitation clinic specialized for spinal cord injury and disorder
Scheel‐Sailer, A., Eich, S., Jelmoni, L., Lampart, P., Schwitter, M., Sigrist-Nix, D., & Langewitz, W. A. (2022) · Frontiers in Rehabilitation Sciences · doi:10.3389/fresc.2022.883138 · Cited by 10
“” The tutor’s feedback was particularly attuned to creating or maintaining a “playful attitude” (38), demonstrating that successful communication never follows strict rules, but rather is the result of a trial-and-error process that is based on some basic underlying principles (39).”
Background
The Influence of Peer Feedback on the Acquisition of Physical-Examination Skills
Martineau, B., Mamede, S., St‐Onge, C., & Bergeron, L. (2016) · Health Professions Education · doi:10.1016/j.hpe.2016.07.002 · Cited by 10
Outcomes and perceptions of annotated video feedback following psychomotor skill laboratories
Truskowski, S., & VanderMolen, J. K. (2016) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12167 · Cited by 11
“Coach’s Eye also allows an instructor to compare the two performances with split screen video comparison during analysis, which connects with van de Ridder et al. (2008) recommendation that performance needs to be compared with a known standard.”
BackgroundInfluential
Paper versus Electronic Feedback in High Stakes Assessment
Munro, A., Cumming, K., Cleland, J., Denison, A. R., & Currie, G. P. (2018) · The Journal of the Royal College of Physicians of Edinburgh · doi:10.4997/jrcpe.2018.209 · Cited by 10
Mastery Learning: Origins, Features, and Evidence from the Health Professions
McGaghie, W. C. (2020) · Comprehensive healthcare simulation · doi:10.1007/978-3-030-34811-3_2 · Cited by 10
Self-citation
Estrategias para potenciar la retroalimentación en los talleres disciplinares de las carreras de Ciencias de la Salud
Fernández, D. G., & Gambetta‐Tessini, K. (2020) · Educación Médica · doi:10.1016/j.edumed.2020.07.005 · Cited by 12
Effective methods of clinical education
Liao, N. N., Scherzer, R., & Kim, E. (2021) · Annals of Allergy Asthma & Immunology · doi:10.1016/j.anai.2021.11.021 · Cited by 10
A Link between the Increase in Electroencephalographic Coherence and Performance Improvement in Operating a Brain-Computer Interface
Angulo-Sherman, I. N., & Gutiérrez, D. (2015) · Computational Intelligence and Neuroscience · doi:10.1155/2015/824175 · Cited by 10
Effects of structured written feedback by cards on medical students' performance at Mini Clinical Evaluation Exercise (Mini-CEX) in an outpatient clinic.
Haghani, F., Khorrami, M. H., & Fakhari, M. (2016) · PubMed Central · Cited by 10
Evolution of the feedback conversation in anaesthesia education: a narrative review
Weller, J. M., & Gotian, R. (2023) · British Journal of Anaesthesia · doi:10.1016/j.bja.2023.05.021 · Cited by 9
E-portfolio as an effective tool for improvement of practitioner nurses’ clinical competence
Najaffard, N., Mohammadi, A., Mojtahedzadeh, R., & Zarei, A. (2024) · BMC Medical Education · doi:10.1186/s12909-024-05092-z · Cited by 9
Building emotional resilience to foster well‐being by utilising reflective practise in the sonography workplace
White, A., Humphreys, L., & Oomens, D. (2024) · Sonography · doi:10.1002/sono.12405 · Cited by 9
“32,33 In this manner, affective reflective writing has been shown to facilitate development of empathy and resilience.”
Exploring Feedback Mechanics during Experiential Learning in Pharmacy Education: A Scoping Review
Alkhiyami, D. I., Safrah, S. A., Sethi, A., & Hadi, M. A. (2024) · Pharmacy · doi:10.3390/pharmacy12030074 · Cited by 12
“In 2008, Van de Ridder et al. defined feedback as “specific information about a comparison between a trainee’s observed performance and a standard” [6].”
Background
Effect of individualized feedback on learning curves in EGD and colonoscopy: a cluster randomized controlled trial
Han, S. S., Obuch, J. C., Keswani, R. N., Hall, M., Patel, S. G., Menard-Katcher, P. A., Simon, V. C., Ezekwe, E., Aagaard, E., Ahmad, A. S., et al. (2019) · Gastrointestinal Endoscopy · doi:10.1016/j.gie.2019.10.032 · Cited by 9
Educational impact of the mini-Clinical Evaluation Exercise in resident standardization training: a comparative study between resident and professional degree postgraduate trainees
Wu, Y., Gong, M., Zhang, D., & Zhang, C. (2020) · Journal of International Medical Research · doi:10.1177/0300060520920052 · Cited by 9

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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