In Summary
Feedback is a powerful tool to advance education, but in the end, it is only as good as its user. Feedback has to be honed, carefully and intently, so that it can become more versatile. It has to leap from being regarded as a simple buzzword into something that actually has meaning for both learners and for teachers.
It’s not as easy as putting up a bumper sticker and forgetting it, but if it were that easy, it probably wouldn’t be worth it.
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Bharat Kumar, MD, MME, RhMSUS, is a clinical assistant professor of internal medicine at the University of Iowa. He completed a dual fellowship in rheumatology and allergy/immunology, as well as a Master’s in Medical Education in 2017. He has a special interest in journalism, healthcare policy and ethics. Follow him on Twitter @BharatKumarMD.
References
- Al-Mously N, Nabil NM, Al-Babtain SA, et al. Undergraduate medical students’ perceptions on the quality of feedback received during clinical rotations. Med Teach. 2014 Apr;36(Suppl 1):S17–S23.
- Gran SF, Brænd AM, Lindbæk M, et al. General practitioners’ and students’ experiences with feedback during a six-week clerkship in general practice: A qualitative study. Scand J Prim Health Care. 2016 Jun;34(2):172–179.
