The DOI matches its Crossref record; 65 of the 66 references it cites were found in a registry or an index.
What is feedback in clinical education?
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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“Feedback helps students make sense of their learning and compare their performance against a recognized standard. 1-3”
From Medical student perceptions of feedback and feedback behaviors within the context of the “educational alliance.” (2017) · cites this paper as [1]
Citations
Cites
Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152
Kluger, A. N., & DeNisi, A. (1996) · Psychological Bulletin · doi:10.1037/0033-2909.119.2.254 · Cited by 5,882
Formative assessment and the design of instructional systems
Sadler, D. R. (1989) · Instructional Science · doi:10.1007/bf00117714 · Cited by 4,285
Behavior, Purpose and Teleology
Rosenblueth, A., Wiener, N., & Bigelow, J. (1943) · Philosophy of Science · doi:10.1086/286788 · Cited by 1,624
The New Encyclopaedia Britannica
Goetz, P. W. (1991) · Cited by 1,592
Feedback in Clinical Medical Education
Ende, J. (1983) · JAMA · doi:10.1001/jama.1983.03340060055026 · Cited by 1,259
Ramaprasad, A. (1983) · Behavioral Science · doi:10.1002/bs.3830280103 · Cited by 915
SMITHER, J. W., LONDON, M., & REILLY, R. R. (2005) · Personnel Psychology · doi:10.1111/j.1744-6570.2005.514_1.x · Cited by 601
Marital Therapy Strategies Based On Social Learning & Behavior Exchange Principles
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Teaching and learning in ambulatory care settings
Irby, D. M. (1995) · Academic Medicine · doi:10.1097/00001888-199510000-00014 · Cited by 508
Research works printed but not linked: 8
- Sheenan TJ, 1984, Feedback: giving and receiving, J Med Educ, 59, 913
- Isaacson JH, 1995, Resident perception of the evaluation process, J Gen Intern Med, 10, 89
- Oxford English Dictionary Online
- Good CV, 1973, Dictionary of Education, 227
- Weiner N, 1950, The Use of Human Beings: Cybernetics and Society
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Cited by
Sorted by citations
A critical review of simulation‐based medical education research: 2003–2009
McGaghie, W. C., Issenberg, S. B., Petrusa, E. R., & Scalese, R. J. (2010) · Medical Education · doi:10.1111/j.1365-2923.2009.03547.x · Cited by 1,733
Self-citationSimulation in healthcare education: A best evidence practical guide. AMEE Guide No. 82
Motola, I., Devine, L., Chung, H. S., Sullivan, J. E., & Issenberg, S. B. (2013) · Medical Teacher · doi:10.3109/0142159x.2013.818632 · Cited by 1,223
“Van de Ridder and colleagues operationalize the definition of feedback in clinical education 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).”
BackgroundThe role of assessment in competency-based medical education
Holmboe, E. S., Sherbino, J., Long, D. M., Swing, S. R., Frank, J. R., & Collaborators, F. T. I. C. (2010) · Medical Teacher · doi:10.3109/0142159x.2010.500704 · Cited by 956
“Feedback in clinical education is a complex process involving specific skills that must be tightly integrated into the assessment system (van der Ridder et al. 2008).”
BackgroundDebriefing as Formative Assessment: Closing Performance Gaps in Medical Education
Rudolph, J. W., Simon, R., Raemer, D. B., & Eppich, W. (2008) · Academic Emergency Medicine · doi:10.1111/j.1553-2712.2008.00248.x · Cited by 825
“For feedback to be helpful it must be accurate and timely.(21,38,39) Note that in Step 2, depicted in Table 2, the instructor expresses her concern directly, respectfully (i.”
BackgroundAcademic self-efficacy: from educational theory to instructional practice
Artino, A. R. (2012) · Perspectives on Medical Education · doi:10.1007/s40037-012-0012-5 · Cited by 859
“Honest, explicit feedback, in the form of verbal persuasion and/or rewards that are given contingent upon performance, provides efficacy information to learners and encourages their continued movement toward goal attainment [17, 18].”
Background
Metadata
- 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
- 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
- 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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