Ende J
JAMA. 1983 Aug 12;250(6):777-81.
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.
在临床医学教育背景下，反馈是指描述学生或住院医师在特定活动中表现的信息，旨在指导他们在同一活动或相关活动中的未来表现。它是临床技能习得的关键步骤，然而在临床培训中，反馈常常被忽略或处理不当。这可能导致严重的不良后果，其中一些后果可能会延续到培训期之外。然而，一旦理解了反馈过程的本质，特别是反馈与评价之间的区别以及关注受训者可观察到的行为而非受训者本人的重要性，反馈的教育益处就能得以实现。本文介绍了从工商管理、心理学和教育文献中提出的反馈指南，并在此进行改编以供临床医学教师和学生使用。
