Department of Thoracic and Cardiovascular Surgery, UT MD Anderson Cancer Center, 1515 Holcombe Boulevard, Box 1489, Houston, TX 77030, USA.
Thorac Surg Clin. 2019 Aug;29(3):249-257. doi: 10.1016/j.thorsurg.2019.03.003.
Unfortunately, evidence-based models of formative feedback are rare in graduate medical education. Adapting models developed in K-12 learning is a surrogate but with some exceptions. One of these models is presented in the context of thoracic surgical education. Its utility is demonstrated when delivering formative feedback. The recognized few but key differences between K-12 education and graduate medical education regarding how feedback works are highlighted. These can limit feedback's effectiveness and so suggestions from the literature to avoid their impact are offered. The work is summarized with a set of guidelines to help in the delivery of formative feedback.
不幸的是，形成性反馈的循证模型在研究生医学教育中很少见。在 K-12 学习中改编模型是一种替代方法，但也有一些例外。其中一个模型是在胸外科教育的背景下提出的。当提供形成性反馈时，它的实用性得到了证明。强调了 K-12 教育和研究生医学教育在反馈方式上的少数但关键的区别。这些区别可能会限制反馈的有效性，因此本文提出了一些避免其影响的建议。这项工作以一组指南为总结，以帮助提供形成性反馈。
