The DOI matches its Crossref record; 30 of the 30 references it cites were found in a registry or an index.
Exploring family physicians' reactions to multisource feedback: perceptions of credibility and usefulness
Abstract
Purpose Physician performance is comprised of several domains of professional competence. Multisource feedback (MSF) or 360‐degree feedback is an approach used to assess these, particularly the humanistic and relational competencies. Research studying responses to performance assessment shows that reactions vary and can influence how performance feedback is used. Improvement does not always result, especially when feedback is perceived as negative. This small qualitative study undertook preliminary exploration of physicians' reactions to MSF, and perceptions influencing these and the acceptance and use of their feedback. Methods We held focus groups with 15 family physicians participating in an MSF pilot study. Qualitative analyses included content and constant comparative analyses. Results Participants agreed that the purpose of MSF assessment should be to enhance practice and generally agreed with their patients' feedback. However, responses to medical colleague and co‐worker feedback ranged from positive to negative. Several participants who responded negatively did not agree with their feedback nor were inclined to use it for practice improvement. Reactions were influenced by perceptions of accuracy, credibility and usefulness of feedback. Factors shaping these perceptions included: recruiting credible reviewers, ability of reviewers to make objective assessments, use of the assessment tool and specificity of the feedback. Conclusion Physicians' perceptions of the MSF process and feedback can influence how and if they use the feedback for practice improvement. These findings are important, raising the concern that feedback perceived as negative and not useful will have no or negative results, and highlight questions for further study.
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“Do recognize that trainees must perceive feedback as credible in order for it to be influential.”
From Guidelines: The do’s, don’ts and don’t knows of feedback for clinical education. (2015) · cites this paper as [8]
In the citing paper
“Other factors -such as the emotional reaction of the learner, the credibility of the educator, or the time interval within which feedback is given -may all affect how learners perceive and interpret the feedback message. 14,18-21”
From Medical student perceptions of feedback and feedback behaviors within the context of the “educational alliance.” (2017) · cites this paper as [19]
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“Collectively this group appeared to demonstrate saturation of themes regarding reflective responses to MSF and the linkages between reflective activities and subsequent decision-making processes; i.e., new themes and concepts were not emerging.”
MethodInfluentialSelf-citationUnderstanding the influence of emotions and reflection upon multi-source feedback acceptance and use
Sargeant, J., Mann, K., Sinclair, D., Van der Vleuten, C., & Metsemakers, J. (2008) · Advances in Health Sciences Education · doi:10.1007/s10459-006-9039-x · Cited by 274
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Self-citationChallenges in multisource feedback: intended and unintended outcomes
Sargeant, J., Mann, K., Sinclair, D., Van der Vleuten, C., & Metsemakers, J. (2007) · Medical Education · doi:10.1111/j.1365-2923.2007.02769.x · Cited by 151
Self-citationWatling, C. J., & Lingard, L. (2012) · Advances in Health Sciences Education · doi:10.1007/s10459-010-9223-x · Cited by 139
“In the continuing medical education arena, Sargeant et al. (2005) studied family physicians’ reactions to multisource feedback and found that recipients perceived negative feedback as inaccurate or not credible, negating any useful effect of such feedback.”
BackgroundSaedon, H., Salleh, S., Balakrishnan, A., Imray, C., & Saedon, M. H. (2012) · BMC Medical Education · doi:10.1186/1472-6920-12-25 · Cited by 124
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BackgroundInfluentialTeunissen, P. W. (2015) · Advances in Health Sciences Education · doi:10.1007/s10459-014-9556-y · Cited by 113
Feedback Redefined: Principles and Practice
Ramani, S., Könings, K. D., Ginsburg, S., & van der Vleuten, C. P. M. (2019) · Journal of General Internal Medicine · doi:10.1007/s11606-019-04874-2 · Cited by 139
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“Their reasons included they did not consider there was a problem, did not believe the educator’s comments were credible or relevant [34, 35], or did not understand what needed improving or how to do it [34, 36].”
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Ferguson, J., Wakeling, J., & Bowie, P. (2014) · BMC Medical Education · doi:10.1186/1472-6920-14-76 · Cited by 109
“The articles by Fidler et al. (1999) [21] and Hall et al. (1999) [22] report on different aspects of the same study and the five articles reported by Sargeant et al. (2003, 2005, 2007, 2008, 2009) [29-33] all relate to the same sample population, from the pilot study reported by Sargeant et al.…”
BackgroundResultInfluentialThe Foundation Programme assessment tools: An opportunity to enhance feedback to trainees?
Carr, S. (2006) · Postgraduate Medical Journal · doi:10.1136/pgmj.2005.042366 · Cited by 103
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The Pharmaceutical Price Regulation Scheme
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Doctors’ perceptions of why 360‐degree feedback does (not) work: a qualitative study
Overeem, K., Wollersheim, H. C. H., Driessen, E. W., Lombarts, K. M. J. M. H., van de Ven, G., Grol, R. P. T. M., & Arah, O. A. (2009) · Medical Education · doi:10.1111/j.1365-2923.2009.03439.x · Cited by 93
Doctor performance assessment in daily practise: does it help doctors or not? A systematic review
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“Less attention has been devoted to learners’ perceptions of and responses to feedback or the formal and informal processes that support it, although a growing body of literature has been fruitfully exploring this area (Bing-You & Patterson 1997; Sargeant et al. 2005; Watling et al. 2008).”
BackgroundRules of Engagement: Residents’ Perceptions of the In-Training Evaluation Process
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Resident Self-Other Assessor Agreement
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“Physicians also more frequently disagreed with feedback from medical colleagues than that from patients or coworkers in the same office.(21) Further, they found that physicians responded with negative emotions to feedback that was inconsistent with selfperceptions of performance, questioned its credibility, and were n…”
BackgroundMaking sense of feedback experiences: a multi‐school study of medical students' narratives
Urquhart, L. M., Rees, C. E., & Ker, J. S. (2014) · Medical Education · doi:10.1111/medu.12304 · Cited by 83
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Murphy, D., Bruce, D., Mercer, S. W., & Eva, K. W. (2008) · Advances in Health Sciences Education · doi:10.1007/s10459-008-9104-8 · Cited by 78
Overeem, K., Lombarts, K. M. J. M. H., Arah, O. A., Klazinga, N., Grol, R. P. T. M., & Wollersheim, H. C. H. (2010) · Medical Teacher · doi:10.3109/01421590903144128 · Cited by 76
“For both PAR and ABIM, we gave respondents the opportunity to provide narrative comments to increase the specificity of MSF as recommended in earlier literature (Sargeant et al. 2005).”
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Feedback providers’ credibility impacts students’ satisfaction with feedback and delayed performance
van de Ridder, J. M. M., Berk, F. C. J., Stokking, K. M., & ten Cate, O. (2014) · Medical Teacher · doi:10.3109/0142159x.2014.970617 · Cited by 69
“Feedback providers influence the degree to which the students accept feedback (Halperin et al. 1976; Ilgen et al. 1979; Sargeant et al. 2005, 2011; Veloski et al. 2006; Watling et al. 2012a, b), their decision to ask for feedback (Vancouver & Morrison 1995), and their strategy to seek feedback (Lee…”
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“Our identification of issues over the credibility of surveys, and difficulties in the interpretation of feedback, clearly echoes previous work in both primary and secondary care, which suggests widespread scepticism about the robustness of patient surveys.(119,200,205,206) Practice staff were more likely to view resul…”
ResultUser perceptions of multi‐source feedback tools for junior doctors
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Self-citationRamani, S., Könings, K. D., Mann, K. V., & van der Vleuten, C. P. M. (2017) · Medical Teacher · doi:10.1080/0142159x.2017.1353071 · Cited by 56
“Supervisors, peers and nonphysician team members, such as nurses or case managers and patients, are all likely to perceive and provide insights on different dimensions of performance, thus enhancing professional development of residents (Sargeant et al. 2005; Ten Cate and Sargeant 2011; Holmboe and Ross 2012; Sargeant…”
BackgroundSelf-citationMeaningful feedback through a sociocultural lens
Ramani, S., Könings, K. D., Ginsburg, S., & van der Vleuten, C. P. M. (2019) · Medical Teacher · doi:10.1080/0142159x.2019.1656804 · Cited by 58
Bodle, J. F., Kaufmann, S., Bisson, D., Nathanson, B., & Binney, D. M. (2008) · Medical Teacher · doi:10.1080/01421590701881624 · Cited by 54
“Although assessment by juniors raises issues (Lockyer et al. 2003; Sargeant et al. 2005), as the outcome of the assessment was not under scrutiny, merely the process, their inclusion provided important information.”
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Hayward, M. F., Curran, V. R., Curtis, B., Schulz, H., & Murphy, S. (2014) · BMC Medical Education · doi:10.1186/s12909-014-0279-9 · Cited by 52
“This method can be used for both formative and summative assessment purposes and has been widely used in postgraduate medical education [9,10], and CME [11].”
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van Loon, J., Overeem, K., Govaerts, M., Verhoeven, B. H., van der Vleuten, C. P. M., & Driessen, E. W. (2015) · Academic Medicine · doi:10.1097/acm.0000000000000763 · Cited by 52
“How am I doing?” Teaching medical students to elicit feedback during their clerkships
Milan, F. B., Dyche, L., & Fletcher, J. (2011) · Medical Teacher · doi:10.3109/0142159x.2011.588732 · Cited by 50
“2000), that it is poorly delivered or not perceived as useful (Hewson & Little 1998; Sargeant et al. 2005; Torre et al. 2005; Veloski et al. 2006).”
BackgroundExamining the educational impact of the mini-CEX: a randomised controlled study
Martinsen, S. S. S., Espeland, T., Berg, E. A. R., Samstad, E., Lillebo, B., & Slørdahl, T. S. (2021) · BMC Medical Education · doi:10.1186/s12909-021-02670-3 · Cited by 45
“We know from previous research that credibility is an important determinant of how impactful feedback is [33, 34].”
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Paige, J. T., Aaron, D. L., Yang, T., Howell, D. S., HILTON, C. W., Cohn, I., & Chauvin, S. W. (2008) · The American Surgeon · doi:10.1177/000313480807400909 · Cited by 42
Factors predicting doctors’ reporting of performance change in response to multisource feedback
Overeem, K., Wollersheimh, H. C., Arah, O. A., Cruijsberg, J. K., Grol, R. P. T. M., & Lombarts, K. M. J. M. H. (2012) · BMC Medical Education · doi:10.1186/1472-6920-12-52 · Cited by 41
“Doctors also complete a self-rating using questions identical to those on the colleague survey so that scores can be compared [2].”
BackgroundMethodThe quality of feedback during formative OSCEs depends on the tutors’ profile
Perron, N. J., Louis‐Simonet, M., Cerutti, B., Pfarrwaller, E., Sommer, J., & NENDAZ, M. R. (2016) · BMC Medical Education · doi:10.1186/s12909-016-0815-x · Cited by 40
“Feedback seems to be more effective when learners are more oriented towards learning than performance demonstration [4, 6, 9, 10], and when the feedback content matches some of the learners’ self-perceptions [11].”
BackgroundShalhoub, J., Marshall, D. C., & Ippolito, K. (2017) · BMJ Open · doi:10.1136/bmjopen-2016-013417 · Cited by 40
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“The importance of intentional, carefully constructed feedback in medical education has been well documented (Lockyer 2003; Sargeant et al. 2005, 2006; Archer 2010).”
BackgroundA qualitative exploration: questioning multisource feedback in residency education
Yama, B. A., Hodgins, M., Boydell, K., & Schwartz, S. B. (2018) · BMC Medical Education · doi:10.1186/s12909-018-1270-7 · Cited by 37
Specialty‐specific multi‐source feedback: assuring validity, informing training
Davies, H. A., Archer, J. C., Bateman, A. C., Dewar, S., Crossley, J., Grant, J., & Southgate, L. J. (2008) · Medical Education · doi:10.1111/j.1365-2923.2008.03162.x · Cited by 37
Do trainees value feedback in case-based discussion assessments?
Mehta, F., Brown, J., & Shaw, N. J. (2012) · Medical Teacher · doi:10.3109/0142159x.2012.731100 · Cited by 36
“…2008) Studies describing feedback in the Mini-Clinical Evaluation Exercise and Multi-source feedback assessments have been published, however, there has been little work investigating feedback in CBDs (Hauer 2000; Kogan et al. 2002; Violato et al. 2003; Holemboe et al. 2004; Sargent et al. 2005).”
MethodCapturing patients' views on communication with anaesthetists: the CARE Measure
Mercer, S. W., HATCH, D. J., Murray, A., Murphy, D., & Eva, K. W. (2008) · Clinical Governance An International Journal · doi:10.1108/14777270810867320 · Cited by 35
“This feedback (scores and free text) is a basis on which a peer based discussion may provide individuals with insight and promote change where applicable (Sargeant et al., 2005).”
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Experiencing patient-experience surveys: a qualitative study of the accounts of GPs
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Jang, E. E., Lajoie, S. P., Wagner, M., Xu, Z., Poitras, E., & Naismith, L. M. (2016) · Journal of Educational Computing Research · doi:10.1177/0735633116678995 · Cited by 40
“Learners are more likely to ignore constructive feed-back when it is not aligned with their self-assessments (Eva, 2009; Eva et al., 2012; Sargeant et al., 2005; Sargeant, Mann, Sinclair, Van der Vleuten, & Metsemakers, 2008) highlighting the importance of gathering evidence of students’ confidence…”
BackgroundMultisource Feedback: Can It Meet Criteria for Good Assessment?
Lockyer, J. (2013) · Journal of Continuing Education in the Health Professions · doi:10.1002/chp.21171 · Cited by 33
Johnson, C., Keating, J. L., Farlie, M. K., Kent, F., Leech, M. T., & Molloy, E. (2019) · BMC Medical Education · doi:10.1186/s12909-019-1524-z · Cited by 32
“Self-assessments can alert the educator to the potential for a negative emotional reaction and rejection of the educator’s opinion if the learner rates their performance much higher than the educator [43].”
BackgroundWhat Evidence is There for the Use of Workplace-Based Assessment in Surgical Training?
Shalhoub, J., Vesey, A. T., & Fitzgerald, J. E. F. (2014) · Journal of surgical education · doi:10.1016/j.jsurg.2014.03.013 · Cited by 32
“Some of the strongest evidence in this systematic review was derived from detailed focus group data.(22) A total of 4 studies examined mini-CEX, 1 looked at DOPS, and 3 were concerned with multiple WBAs.”
BackgroundDoes source matter? Nurses' and Physicians' perceptions of interprofessional feedback
van Schaik, S. M., O’Sullivan, P., Eva, K. W., Irby, D. M., & Regehr, G. (2016) · Medical Education · doi:10.1111/medu.12850 · Cited by 31
Mazor, K. M., Canavan, C., Farrell, M., Margolis, M. J., & Clauser, B. E. (2008) · Academic Medicine · doi:10.1097/acm.0b013e318183e329 · Cited by 30
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An instrument for evaluating clinical teaching in Japan: content validity and cultural sensitivity
Kikukawa, M., Stalmeijer, R., Emura, S., Roff, S., & Scherpbier, A. (2014) · BMC Medical Education · doi:10.1186/1472-6920-14-179 · Cited by 35
“We therefore included three groups of stakeholders: residents, clinical teachers and educational experts, and although we also considered the inclusion of nurses and clerks, we decided against it, because both in Japan and in other parts of the world, it is not always the case that these groups observe residents and c…”
BackgroundKuklick, L., & Lindner, M. A. (2022) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2022.102146 · Cited by 34
Useful but Different: Resident Physician Perceptions of Interprofessional Feedback
Vesel, T. P., OʼBrien, B. C., Henry, D., & van Schaik, S. M. (2016) · Teaching and Learning in Medicine · doi:10.1080/10401334.2016.1146609 · Cited by 29
Hicks, P. J., Margolis, M. J., Poynter, S. E., Chaffinch, C. N., Tenney‐Soeiro, R., Turner, T. L., Waggoner-Fountain, L. A., Lockridge, R., Clyman, S. G., & Schwartz, A. (2016) · Academic Medicine · doi:10.1097/acm.0000000000001057 · Cited by 28
Bogetz, A. L., Rassbach, C. E., Chan, T., & Blankenburg, R. L. (2016) · Academic Pediatrics · doi:10.1016/j.acap.2016.10.020 · Cited by 28
“Several studies on feedback from faculty have reported similar results, confirming the diverse influences on feedback acceptance.(4,5,11,21,22) This study demonstrates that feedback from patients and families may introduce additional and unique challenges that further affect feedback acceptance and use.”
Resultvan Leijen‐Zeelenberg, J. E., van Raak, A., Ruwaard, D., & Vrijhoef, H. J. (2013) · International Journal of Integrated Care · doi:10.5334/ijic.1467 · Cited by 27
Dannefer, E. F., Bierer, S. B., & Gladding, S. P. (2012) · Medical Teacher · doi:10.3109/0142159x.2012.652241 · Cited by 27
Self-evaluation: how well do surgery residents judge performance on a rotation?
Gow, K. W. (2013) · The American Journal of Surgery · doi:10.1016/j.amjsurg.2013.01.010 · Cited by 27
Brænd, A. M., Gran, S. F., Frich, J. C., & Lindbæk, M. (2010) · Medical Teacher · doi:10.3109/01421590903516866 · Cited by 27
“nation with self-assessment, are used to promote quality improvement (Lockyer 2003; Sargeant et al. 2005; Wood et al. 2006).”
MethodA critical analysis of mini peer assessment tool (mini-PAT)
Abdulla, A. (2008) · Journal of the Royal Society of Medicine · doi:10.1258/jrsm.2007.070077 · Cited by 24
Tailor, A., Dubrey, S. W., & Das, S. K. (2014) · Clinical Medicine · doi:10.7861/clinmedicine.14-5-510 · Cited by 24
Good to Great: Using 360-Degree Feedback to Improve Physician Emotional Intelligence
Hammerly, M. E., Harmon, L., & Schwaitzberg, S. D. (2014) · Journal of Healthcare Management · doi:10.1097/00115514-201409000-00009 · Cited by 42
“Ensure that the reviewer selection process is credible and transparent to the physicians (Sargeant et al., 2005).”
BackgroundArmson, H., Perrier, L., Roder, S., Shommu, N. S., Wakefield, J. G., Shaw, E. A., Zahorka, S., Elmslie, T., & Lofft, M. (2020) · Journal of Continuing Education in the Health Professions · doi:10.1097/ceh.0000000000000300 · Cited by 22
“Furthermore, the validity of objective data has been challenged by physicians because of the perception that it is divorced from the realities of clinical practice.(7,9,19) If identified practice gaps are discordant with physicians’ self-perceptions, doubts regarding the credibility, accuracy, or specificity of the as…”
BackgroundResultvan der Meulen, M. W., Smirnova, A., Heeneman, S., Egbrink, M. G. A. O., van der Vleuten, C. P. M., & Lombarts, K. M. J. M. H. (2019) · Academic Medicine · doi:10.1097/acm.0000000000002767 · Cited by 21
McKay, J., Murphy, D. J., Bowie, P., Schmuck, M. L., Lough, M., & Eva, K. W. (2007) · BMJ Quality & Safety · doi:10.1136/qshc.2006.020750 · Cited by 20
Do assessor comments on a multi‐source feedback instrument provide learner‐centred feedback?
Vivekananda‐Schmidt, P., Mackillop, L. H., Crossley, J., & Wade, W. B. (2013) · Medical Education · doi:10.1111/medu.12249 · Cited by 19
Multisource Feedback and Narrative Comments: Polarity, Specificity, Actionability, and CanMEDS Roles
Lockyer, J., Sargeant, J. M., Richards, S. H., Campbell, J. L., & Rivera, L. (2018) · Journal of Continuing Education in the Health Professions · doi:10.1097/ceh.0000000000000183 · Cited by 19
Self-citationA Training Intervention through a 360° Multisource Feedback Model
Sureda, E., Moscoso, S. C., Sanduvete‐Chaves, S., & Sesé, A. (2021) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph18179137 · Cited by 17
Using Peer Feedback to Promote Clinical Excellence in Hospital Medicine
Rosenthal, M. A., Sharpe, B. A., & Haber, L. A. (2020) · Journal of General Internal Medicine · doi:10.1007/s11606-020-06235-w · Cited by 17
Fornells-Vallés, J. M., Julià, X., Arnau, J., & Martínez-Carretero, J. M. (2008) · Educación Médica · doi:10.4321/s1575-18132008000100003 · Cited by 16
Using Videorecording to Enhance the Development of Novice Researchers' Interviewing Skills
Uhrenfeldt, L., Paterson, B. L., & Hall, E. O. C. (2007) · International Journal of Qualitative Methods · doi:10.1177/160940690700600104 · Cited by 16
“Researchers (Sargeant et al., 2005) in medicine have demonstrated the challenges inherent in an expert faculty member’s providing feedback about a videorecorded interview.”
Defining competency-based evaluation objectives in family medicine: communication skills.
Laughlin, T., Wetmore, S., Allen, T., Brailovsky, C., Crichton, T., Bethune, C., Donoff, M. G., & Lawrence, K. (2012) · Europe PMC (PubMed Central) · Cited by 14
Interventions in Reducing Caesarean Section in the World: A Systematic Review
Moradi, F., Aryankhesal, A., Heidari, M., Soroush, A., & Sadr, S. R. (2019) · Malaysian Journal of Medical Sciences · doi:10.21315/mjms2019.26.5.3 · Cited by 15
“indicated that the reaction and perception of physicians to multi-stage feedbacks can affect their performance (34).”
BackgroundHow does multisource feedback influence residency training? A qualitative case study
Hennel, E. K., Trachsel, A., Subotic, U., Lörwald, A. C., Harendza, S., & Huwendiek, S. (2022) · Medical Education · doi:10.1111/medu.14798 · Cited by 17
“By performing a reflexive thematic analysis, we extracted the influencing factors and the impact of MSF. Results: We found seven influencing factors: MSF is facilitated by the announcement of a clear goal of MSF, the training of raters on the MSF instrument, a longitudinal approach of observation, timing not too early…”
ResultInfluentialLa evaluación de competencias en Medicina
Sureda, E., Palmer, C. R., & Sesé, A. (2017) · Revista Clínica Española · doi:10.1016/j.rce.2017.05.004 · Cited by 14
Workplace-Based Assessment Instruments in the Health Sciences
Magnier, K. M., Dale, V. H. M., & Pead, M. J. (2012) · Journal of Veterinary Medical Education · doi:10.3138/jvme.1211-118r · Cited by 14
Feedback on doctors’ performance from parents and carers of children: a national pilot study
McGraw, M. E., Fellows, S., Long, A., Millar, H., Muir, G., Thomson, A., Uddin, S., Watt, J., & Williams, S. (2011) · Archives of Disease in Childhood · doi:10.1136/adc.2010.203174 · Cited by 14
Metadata
- Authors
- Sargeant, J., Mann, K., & Ferrier, S.
- Affiliations
- Dalhousie University (CA)
- Corresponding author
- Sargeant, Joan
- ORCID
- Sargeant, Joan
- Venue
- Medical Education
- Publisher
- Wiley
- Published
- 2005-04-04
- Volume
- 39
- Issue
- 5
- Pages
- 497-504
- ISSN
- 0308-0110 (ISSN-L)
- 1365-2923
- OpenAlex
- W2158642891
- Cited by
- 174
- References
- 30
- Citations by year
- 2026: 2 · 2025: 1 · 2024: 3 · 2023: 7 · 2022: 6 · 2021: 7 · 2020: 8 · 2019: 10 · 2018: 10 · 2017: 10 · 2016: 12 · 2015: 4 · 2014: 19 · 2013: 12 · 2012: 13
- FWCI
- 11.75
- 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
- multisource feedback, 360-degree feedback, general practitioners, feedback credibility, perceived usefulness, performance evaluation (human resources), peer feedback, patient feedback, practice improvement
- MeSH terms
- Attitude of Health Personnel, Clinical Competence, Female, Humans, Male, Nova Scotia, Perception, Physicians, Family, Pilot Projects, Rural Health, Sensitivity and Specificity, Urban Health, Focus Groups, Feedback, Psychological
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