医学教育中的反馈：推荐技术的验证
Giving feedback in medical education: verification of recommended techniques.
作者信息
Hewson M G, Little M L
机构信息
Cleveland Clinic, Ohio 44195-5241, USA.
出版信息
J Gen Intern Med. 1998 Feb;13(2):111-6. doi: 10.1046/j.1525-1497.1998.00027.x.
OBJECTIVE
We investigated naturally occurring feedback incidents to substantiate literature-based recommended techniques for giving feedback effectively.
SETTING
A faculty development course for improving the teaching of the medical interview, with opportunities for participants to receive feedback.
PARTICIPANTS
Seventy-four course participants (clinician-educators from a wide range of medical disciplines, and several behavioral scientists).
MEASUREMENTS AND MAIN RESULTS
We used qualitative and quantitative approaches. Participants provided narratives of helpful and unhelpful incidents experienced during the course and then rated their own narratives using a semantic-differential survey. We found strong agreement between the two approaches, and congruence between our data and the recommended literature. Giving feedback effectively includes: establishing an appropriate interpersonal climate; using an appropriate location; establishing mutually agreed upon goals; eliciting the learner's thoughts and feelings; reflecting on observed behaviors; being nonjudgmental; relating feedback to specific behaviors; offering the right amount of feedback; and offering suggestions for improvement.
CONCLUSIONS
Feedback techniques experienced by respondents substantiate the literature-based recommendations, and corrective feedback is regarded as helpful when delivered appropriately. A model for providing feedback is offered.
目的
我们调查了自然发生的反馈事件，以证实基于文献的有效反馈推荐技巧。
背景
一个旨在改进医学面谈教学的教师发展课程，参与者有机会接受反馈。
参与者
74名课程参与者（来自广泛医学学科的临床教育工作者以及几位行为科学家）。
测量与主要结果
我们采用了定性和定量方法。参与者讲述了课程期间经历的有帮助和无帮助的事件，然后使用语义差异调查对自己的叙述进行评分。我们发现两种方法之间有很强的一致性，并且我们的数据与推荐文献之间也相符。有效反馈包括：营造适当的人际氛围；选择适当的地点；确立双方认可的目标；引出学习者的想法和感受；反思观察到的行为；不评判；将反馈与具体行为联系起来；提供适量的反馈；以及提供改进建议。
结论
受访者经历的反馈技巧证实了基于文献的推荐，并且当以适当方式提供时，纠正性反馈被认为是有帮助的。提供了一个反馈模型。
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