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Cited by 42Innovations in Medical EducationClinical Reasoning and Diagnostic SkillsStudent Assessment and Feedback

Common models and approaches for the clinical educator to plan effective feedback encounters

Open access
Orsini, Cesar, Rodrigues, Veena, Tricio, Jorge, Rosel, Margarita·2022·Journal of Educational Evaluation for Health Professions
DOI 10.3352/jeehp.2022.19.35PMC PMC9842479
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Abstract

Giving constructive feedback is crucial for learners to bridge the gap between their current performance and the desired standards of competence. Giving effective feedback is a skill that can be learned, practiced, and improved. Therefore, our aim was to explore models in clinical settings and assess their transferability to different clinical feedback encounters. We identified the 6 most common and accepted feedback models, including the Feedback Sandwich, the Pendleton Rules, the One-Minute Preceptor, the SET-GO model, the R2C2 (Rapport/Reaction/Content/Coach), and the ALOBA (Agenda Led Outcome-based Analysis) model. We present a handy resource describing their structure, strengths, and weaknesses, requirements for educators and learners, and suitable feedback encounters for use for each model. These feedback models represent practical frameworks for educators to adopt but also to adapt to their preferred style, combining and modifying them if necessary to suit their needs and context.

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Research works printed but not linked: 5

  1. [9]Glasheen JJ Guerrasio J Wiese J Feedback, evaluation, and remediation on the inpatient service Wiese J Teaching in the hospital Philadelphia (PA) ACP Press 2010 145 161
  2. [11]Pendleton D The consultation: an approach to learning and teaching Oxford Oxford University Press 1984
  3. [13]Silverman JD Draper J Kurtz SM The Calgary-Cambridge approach to communication skills teaching II: the SET-GO method of descriptive feedback Educ Gen Pract 1997 8 16 23
  4. [15]Silverman J Kurtz S Draper J The Calgary-Cambridge approach to communication skills teaching I: Agenda-led outcome-based analysis of the consultation Educ Gen Pract 1996 4 288 299
  5. [16]Tuma F Nassar Ak Feedback in medical education Treasure Island (FL) StatPearls Publishing 2022 31335031

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Authors
Orsini, C., Rodrigues, V., Tricio, J., & Rosel, M.
Affiliations
  • University of East Anglia (GB)
  • Universidad de Los Andes, Chile (CL)
ORCID
Venue
Journal of Educational Evaluation for Health Professions
Publisher
Korea Health Personnel Licensing Examination Institute
Published
2022-12-19
Volume
19
Pages
35
ISSN
  • 1738-1339 (ISSN-L)
  • 1975-5937
DOI
10.3352/jeehp.2022.19.35
PMC
PMC9842479
OpenAlex
W4312065213
Cited by
42
References
11
Citations by year
2026: 10 · 2025: 24 · 2024: 7 · 2023: 1
FWCI
7.06
Type
journal article
Language
en
Open access
Licence
Locations
  • Journal of Educational Evaluation for Health Professions (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • UEA Digital Repository (University of East Anglia) (submittedVersion)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
Topics
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
  • Health Sciences › Medicine › Family Practice › Clinical Reasoning and Diagnostic Skills
  • Social Sciences › Education › Student Assessment and Feedback
Keywords
constructive feedback, feedback model, clinical teaching, clinical instructors, One-Minute Preceptor, learner competence
MeSH terms
Formative Feedback, Clinical Competence, Feedback, Humans, Learning

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