要点：医学教育评估——提供反馈

To the point: medical education reviews--providing feedback.

作者信息

Bienstock Jessica L, Katz Nadine T, Cox Susan M, Hueppchen Nancy, Erickson Sonya, Puscheck Elizabeth E

机构信息

Johns Hopkins University, Baltimore, MD, USA.

出版信息

Am J Obstet Gynecol. 2007 Jun;196(6):508-13. doi: 10.1016/j.ajog.2006.08.021.

DOI:10.1016/j.ajog.2006.08.021

PMID:17547874

Abstract

Formative feedback is an essential component of effective teaching and learning. Without it, the learner flounders. Furthermore, the Liaison Committee on Medical Education requires formative feedback within the clerkship and specifies that students must have the time and ability to remediate deficiencies before completing the clerkship. Few articles in the medical literature address how to give effective feedback. However, the themes within these articles are consistent. Formative feedback should be an interactive activity between the teacher and learner. Feedback must be approached with mutual respect and should be provided in a safe environment. Quality feedback is timely, specific to the situation, constructive, based on direct observation and nonjudgmental. With effective feedback, learners (and teachers) can discover what to improve, as well as which behaviors and skills to reinforce and augment. Learners appreciate and request specific feedback. In addition, learners tend to rate teachers who provide feedback more highly than they rate teachers who do not provide feedback. This article in the "To the Point" series will focus on the components of effective feedback and provide a practical and effective approach to giving feedback.

摘要

形成性反馈是有效教学和学习的重要组成部分。没有它，学习者就会陷入困境。此外，医学教育联络委员会要求在临床实习期间提供形成性反馈，并明确规定学生在完成临床实习之前必须有时间和能力弥补不足之处。医学文献中很少有文章探讨如何提供有效的反馈。然而，这些文章中的主题是一致的。形成性反馈应该是教师和学习者之间的互动活动。反馈必须在相互尊重的基础上进行，并应在安全的环境中提供。高质量的反馈是及时的、针对具体情况的、建设性的、基于直接观察的且不带评判性的。通过有效的反馈，学习者（和教师）可以发现需要改进的地方，以及哪些行为和技能需要强化和提升。学习者重视并要求得到具体的反馈。此外，学习者往往对提供反馈的教师评价高于不提供反馈的教师。“要点”系列中的这篇文章将重点关注有效反馈的组成部分，并提供一种实用且有效的反馈方法。