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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“Conventional expert-led commentary, delivered retrospectively during weekly review sessions, is inherently non-individualized and temporally divorced from the cognitive moment of decision-making, limiting its capacity to correct reasoning deviations at the point of formation (9, 10).”
Cultivation of Professional Judgment in Preventive Medicine Inspired by the Training Logic of Large Language Models
周, 启. (2026) · Vocational Education · doi:10.12677/ve.2026.1510419
Discussing writing : peer feedback on writing essays in an online forum for learners of English
Tuomey, E. (2014) · Lancaster EPrints (Lancaster University)

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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