You are seeing this message because your Web browser does not support basic Web standards. Find out more about why this message is appearing and what you can do to make your experience on this site better.


ABOUT JAMA
Advanced Search

Welcome   | My Account | E-mail Alerts | Access Rights | Sign In


  Vol. 250 No. 6, August 12, 1983 TABLE OF CONTENTS
  JAMA
  •  Online Features
  ARTICLE
 This Article
 •Send to a friend
 • Save in My Folder
 •Save to citation manager
 •Permissions
 Citing Articles
 •Citation map
 •Citing articles on HighWire
 •Contact me when this article is cited
 Related Content
 •Similar articles in JAMA

Feedback in clinical medical education

J. Ende

In the setting of clinical medical education, feedback refers to information describing students' or house officers' performance in a given activity that is intended to guide their future performance in that same or in a related activity. It is a key step in the acquisition of clinical skills, yet feedback is often omitted or handled improperly in clinical training. This can result in important untoward consequences, some of which may extend beyond the training period. Once the nature of the feedback process is appreciated, however, especially the distinction between feedback and evaluation and the importance of focusing on the trainees' observable behaviors rather than on the trainees themselves, the educational benefit of feedback can be realized. This article presents guidelines for offering feedback that have been set forth in the literature of business administration, psychology, and education, adapted here for use by teachers and students of clinical medicine.

THIS ARTICLE HAS BEEN CITED BY OTHER ARTICLES

The Patient Handoff: Medicine's Formula One Moment
Dunn and Murphy
Chest 2008;134:9-12.
FULL TEXT  

Improving Handoff Communications in Critical Care: Utilizing Simulation-Based Training Toward Process Improvement in Managing Patient Risk
Berkenstadt et al.
Chest 2008;134:158-162.
ABSTRACT | FULL TEXT  

Teaching the Teachers: A Model Course for Psychodynamic Psychotherapy Supervisors
Riess and Herman
Acad. Psychiatry 2008;32:259-264.
ABSTRACT | FULL TEXT  

Providing feedback to enhance pharmacy students' performance
Medina
Am J Health Syst Pharm 2007;64:2542-2545.
FULL TEXT  

Education Techniques for Lifelong Learning: Designing Learning Experiences
Collins
RadioGraphics 2007;27:1511-1517.
ABSTRACT | FULL TEXT  

Review of Handbook of Psychiatric Education
Lomax
Acad. Psychiatry 2006;30:426-429.
FULL TEXT  

Utilization of a Formative Evaluation Card in a Psychiatry Clerkship
Bennett et al.
Acad. Psychiatry 2006;30:319-324.
ABSTRACT | FULL TEXT  

Assessing the ACGME Competencies in Psychiatry Training Programs
Swick et al.
Acad. Psychiatry 2006;30:330-351.
ABSTRACT | FULL TEXT  

"How Am I Doing?": Many Problems But Few Solutions Related to Feedback Delivery in Undergraduate Psychiatry Education
McIlwrick et al.
Acad. Psychiatry 2006;30:130-135.
ABSTRACT | FULL TEXT  

Teaching and learning consultation skills for paediatric practice.
Howells et al.
Arch. Dis. Child. 2006;91:367-370.
ABSTRACT | FULL TEXT  

Pediatric Hospitalists: Report of a Leadership Conference
Lye et al.
Pediatrics 2006;117:1122-1130.
ABSTRACT | FULL TEXT  

A pressure ulcer audit and feedback project across multi-hospital settings in the Netherlands
Bours et al.
Int J Qual Health Care 2004;16:211-218.
ABSTRACT | FULL TEXT  

Clinical Ethics Teaching in Psychiatric Supervision
Roberts et al.
Focus 2003;1:436-444.
ABSTRACT | FULL TEXT  

Educational Perspectives: A Discussion of Teaching Among Colleagues
Leamon et al.
Acad. Psychiatry 2002;26:61-69.
ABSTRACT | FULL TEXT  

Teaching the Human Dimensions of Care in Clinical Settings
Branch et al.
JAMA 2001;286:1067-1074.
ABSTRACT | FULL TEXT  

Teaching Resuscitation to Pediatric Residents: The Effects of an Intervention
Nadel et al.
Arch Pediatr Adolesc Med 2000;154:1049-1054.
ABSTRACT | FULL TEXT  

Feedback: A Key Feature of Medical Training
Wood
Radiology 2000;215:17-19.
FULL TEXT  

Structured Clinical Observations: A Method to Teach Clinical Skills With Limited Time and Financial Resources
Lane and Gottlieb
Pediatrics 2000;105:973-977.
ABSTRACT | FULL TEXT  

The Search for Effective and Efficient Ambulatory Teaching Methods Through the Literature
Heidenreich et al.
Pediatrics 2000;105:231-237.
ABSTRACT | FULL TEXT  

Reduction of Medical Verbiage: Fewer Words, More Meaning
Voytovich
ANN INTERN MED 1999;131:146-147.
FULL TEXT  

Communicating Bad News: A Pediatric Department's Evaluation of a Simulated Intervention
Greenberg et al.
Pediatrics 1999;103:1210-1217.
ABSTRACT | FULL TEXT  

The Art of Precepting: Socrates or Aunt Minnie?
Cunningham et al.
Arch Pediatr Adolesc Med 1999;153:114-116.
FULL TEXT  

Clinical Teaching Rounds: A Case-Oriented Faculty Development Program
Lye et al.
Arch Pediatr Adolesc Med 1998;152:293-295.
ABSTRACT | FULL TEXT  

Resident Learning in Ambulatory Care: Skill Adaptation and Faculty Supervision
Lowdermilk and McGaghie
Qual Health Res 1991;1:100-116.
ABSTRACT  





HOME | CURRENT ISSUE | PAST ISSUES | TOPIC COLLECTIONS | CME | SUBMIT | SUBSCRIBE | HELP
CONDITIONS OF USE | PRIVACY POLICY | CONTACT US | SITE MAP
 
© 1983 American Medical Association. All Rights Reserved.