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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O’Connor, R. J., & Playford, E. D. (2014) · Clinical Medicine · doi:10.7861/clinmedicine.14-4-386 · Cited by 5
Development of an instrument to measure the quality of standardized/simulated patient verbal feedback
May, W., Fisher, D. L., & Souder, D. (2012) · Medical Education Development · doi:10.4081/med.2012.e3 · Cited by 5
Debriefing in Emergency Medicine
Eppich, W., Hart, D. E., & Huffman, J. L. (2021) · Comprehensive healthcare simulation · doi:10.1007/978-3-030-57367-6_4 · Cited by 5
Assessing VATS competence based on simulated lobectomies of all five lung lobes
Haidari, T. A., Bjerrum, F., Christensen, T. D., Vad, H., Møller, L. B., Hansen, H. J., Konge, L., & Petersen, R. H. (2022) · Surgical Endoscopy · doi:10.1007/s00464-022-09235-5 · Cited by 5
Elements of Successful Adult Learning
Chan, L. K., & Uhlmann, M. (2020) · Springer eBooks · doi:10.1007/978-3-030-43283-6_1 · Cited by 5
The Effect of Anonymity on Quality of Resident Feedback
Epperson, M. V., Thorne, E., Kupfer, R. A., Thatcher, A. L., & Thorne, M. C. (2022) · Journal of surgical education · doi:10.1016/j.jsurg.2022.05.011 · Cited by 5
Using Video Feedback to Measure Self-Efficacy.
Bobo, L. S., & Andrews, A. (2010) · Index of Texas Archaeology Open Access Grey Literature from the Lone Star State · Cited by 5
Goal-Oriented Anesthesia Week for MS III Students
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Anesthesia myTIPreport: A Web-Based Tool for Real-Time Evaluation of Accreditation Council for Graduate Medical Education’s Milestone Competencies and Clinical Feedback to Residents
Chen, F., Arora, H., Zvara, D. A., Connolly, A., & Martinelli, S. M. (2018) · A&A Practice · doi:10.1213/xaa.0000000000000976 · Cited by 5
The frequency of using certain feedback methods in the teaching of medicine: a survey of teachers at the medical faculties in Baden-Wurttemberg
Kunz, K., Burkert, M., Heindl, F., Schüttpelz‐Brauns, K., & Giesler, M. (2019) · Europe PMC (PubMed Central) · doi:10.3205/zma001253 · Cited by 5
“zu persönlichen Kompetenzen und Fertigkeiten zu geben und dadurchWeiterentwicklungsmöglichkeiten aufzuzeigen, um die Leistung nachhaltig zu verbessern [5], [8].”
Background
Feedback and Remediation: Reinforcing Strengths and Improving Weaknesses
Connor, D. M., Chou, C. L., & Davis, D. L. F. (2013) · Springer eBooks · doi:10.1007/978-1-4614-9025-8_15 · Cited by 5
Effect of repetitive feedback on residents' communication skills improvement.
Labaf, A., Jamali, K., Jalili, M., Baradaran, H. R., & Eizadi, P. (2014) · PubMed · Cited by 5
Ten Tips for Maximizing the Effectiveness of Emergency Medicine Procedure Laboratories
Hughes, P. G., Crespo, M., Maier, T., Whitman, A., & Ahmed, R. A. (2016) · Journal of Osteopathic Medicine · doi:10.7556/jaoa.2016.079 · Cited by 5
Resident identification of feedback and teaching on rounds
Matthiesen, M. I., Baker, K. H., Shapiro, J., Chang, Y., Buskirk, T. D., & Wright, D. E. (2019) · Baylor University Medical Center Proceedings · doi:10.1080/08998280.2019.1641046 · Cited by 5
“F eedback provides learners with information related to their performance intended to guide future thinking and behavior.(1) Despite its importance in the development of clinical skills, learners often report receiving little feedback.”
Background
Flipping the feedback script: Using a bottom-up feedback tool in surgical education
Tagle, L., Shen, M. R., Leininger, L., & Kim, G. J. (2021) · The American Journal of Surgery · doi:10.1016/j.amjsurg.2021.04.027 · Cited by 5
Examining Cognitive Empathy Elements within AI Chatbots for Healthcare Systems
Alam, L. (2022) · doi:10.37099/mtu.dc.etdr/1437 · Cited by 6
Education Research: Bedside Rounding Alliance for Internal Medicine & Neurology (BRAINs)
Gheihman, G., Rajarajan, P., Sotiropoulos, M. G., & Conway, S. E. (2025) · Neurology Education · doi:10.1212/ne9.0000000000200209 · Cited by 4
Orthodontic Trainees' Perceptions of Effective Feedback in the United Kingdom
Chawla, R., Ryan, F. S., & Cunningham, S. J. (2024) · European Journal Of Dental Education · doi:10.1111/eje.13063 · Cited by 4
A Multi-Institutional Study Regarding the Perceptions of Students and Faculty Members About Constructive Feedback for Medical Students in Medical Education
Fatteh, R., Phayo, Y., Raza, M., Naing, T. T., Phyo, Z., & Arja, S. B. (2024) · Advances in Medical Education and Practice · doi:10.2147/amep.s488620 · Cited by 4
What Really Matters: A Qualitative Study of Student Perspectives on Exceptional Teaching
Haas, A. J., Blackall, G. F., Osei-Bonsu, W., Wu, E. Y., Costigan, H. J., & Stuckey, H. L. (2025) · Academic Medicine · doi:10.1097/acm.0000000000006172 · Cited by 4
La motivation en formation des professionnels de la santé
Pelaccia, T., & Viau, R. (2016) · Pédagogie médicale · doi:10.1051/pmed/2017006 · Cited by 8
Geography mentors’ written lesson observation feedback during initial teacher education
Puttick, S., & Warren‐Lee, N. (2020) · International Research in Geographical and Environmental Education · doi:10.1080/10382046.2020.1757830 · Cited by 5
Utility of medical simulation in neurovascular critical care education
Mass-Ramirez, S. M., Vergara-Burgos, H., Sierra-Ochoa, C., Lozada-Martínez, I. D., Moscote‐Salazar, L. R., Janjua, T. M., Rahman, M. M., Rahman, S., & Picón‐Jaimes, Y. A. (2021) · Journal of Neurocritical Care · doi:10.18700/jnc.210010 · Cited by 4
“[26] described feedback in clinical education as a "specific information about the comparison between the performance of an apprentice and a standard, given with the intention of refining the management of the apprentice.”
Background
Perception of Shame in the Plastic Surgery Field
AlQhtani, A., Alfaqeeh, F. A., Alabdulkarim, A., & AlSahabi, A. M. (2022) · Plastic & Reconstructive Surgery Global Open · doi:10.1097/gox.0000000000004621 · Cited by 4
Improving feedback literacy in a primary care rotation
Tran, M., Rhee, J., & Smith, O. (2024) · Medical Teacher · doi:10.1080/0142159x.2024.2310591 · Cited by 4
“…improvement, and the impact of feedback, better fits a composite definition of feedback which is, ‘ specific information about the comparison between a trainee’s observed performance and a standard, given with the intent to improve the trainee’s per-formance’ (van de Ridder et al. 2008).”
Background
A MIXED-METHODS STUDY ON THE ROLE OF FEEDBACK IN AN INTERPROFESSIONAL HEALTHCARE TEAM
Dalo, S., & Sibbald, S. L. (2023) · Performance Improvement Quarterly · doi:10.56811/piq-22-0032 · Cited by 4

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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