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Feedback and assessment for clinical placements: achieving the right balance

Authors Burgess A, Mellis C

Received 16 December 2014

Accepted for publication 22 January 2015

Published 19 May 2015 Volume 2015:6 Pages 373—381

DOI https://doi.org/10.2147/AMEP.S77890

Checked for plagiarism Yes

Review by Single-blind

Peer reviewer comments 3

Editor who approved publication: Dr Anwarul Azim Majumder


Annette Burgess, Craig Mellis

Central Clinical School, Sydney Medical School, The University of Sydney, Sydney, NSW, Australia

Abstract: During clinical placements, the provision of feedback forms an integral part of the learning process and enriches students' learning experiences. The purpose of feedback is to improve the learner's knowledge, skills, or behavior. Receipt of accurate feedback can help to narrow the gap between actual and desired performance. Effective and regular feedback has the potential to reinforce good practice and motivate the learner toward the desired outcome. Despite the obvious role of feedback in effective teaching and learning, a common complaint from students is that they do not receive adequate feedback. Unfortunately, skills in giving and receiving feedback are rarely taught to students or clinicians. This study aims to provide an understanding of the role of feedback within the learning process, consider consequences of inadequate or poorly given feedback, consider the barriers to the feedback process, provide practical guidelines for providing feedback, and consider the need for student and faculty development in feedback skills.

Keywords: medical students, formative, summative, assessment

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