Hamid Yasir, Mahmood Sajid
Centre for Medical Education, University of Dundee, Scotland, UK.
J Pak Med Assoc. 2010 Mar;60(3):224-7.
This review highlights the need in the Pakistani medical education system for teachers and students to be able to: define constructive feedback; provide constructive feedback; identify standards for constructive feedback; identify a suitable model for the provision of constructive feedback and evaluate the use of constructive feedback. For the purpose of literature review we had defined the key word glossary as: feedback, constructive feedback, teaching constructive feedback, models for feedback, models for constructive feedback and giving and receiving feedback. The data bases for the search include: Medline (EBSCO), Web of Knowledge, SCOPUS, TRIP, ScienceDirect, Pubmed, U.K. Pubmed Central, ZETOC, University of Dundee Library catalogue, SCIRUS (Elsevier) and Google Scholar. This article states that the Pakistani medical schools do not reflect on or use the benefits of the constructive feedback process. The discussion about constructive feedback suggests that in the context of Pakistan, constructive feedback will facilitate the teaching and learning activities.
本综述强调，在巴基斯坦医学教育体系中，教师和学生需要能够：定义建设性反馈；提供建设性反馈；确定建设性反馈的标准；确定提供建设性反馈的合适模式，并评估建设性反馈的使用情况。为进行文献综述，我们将关键词词汇表定义为：反馈、建设性反馈、教学建设性反馈、反馈模式、建设性反馈模式以及给予和接受反馈。搜索的数据库包括：医学期刊数据库（EBSCO）、科学网、Scopus数据库、循证医学数据库、ScienceDirect数据库、PubMed数据库、英国国立医学图书馆数据库、ZETOC数据库、邓迪大学图书馆目录、Scirus（爱思唯尔）和谷歌学术。本文指出，巴基斯坦医学院没有思考或利用建设性反馈过程的益处。关于建设性反馈的讨论表明，在巴基斯坦的背景下，建设性反馈将促进教学活动。
