Feedback in Clinical Education: Concept, Barriers, and Strategies

Introduction: Feedback acts like a mirror in which the learner can observe the reflection of his/her performance. It is an important factor in medical education as well but one of the most neglected ones. Understanding the mechanisms and methods of feedback in clinical practice is necessary. The aim of this study is to investigate and develop the concept of feedback and factors affecting it as well as introducing models and strategies proposed in this regard. Methods: Using keywords of feedback, education, clinical, and medicine, papers addressing feedback in medical education were searched. Databases such as ERIC, Magiran, SID, Irandoc, and Google Scholar search engine were used for searching. A total of 83 Farsi articles published after 2001 and English papers published during 2000-2013 were retrieved. Thirty three were excluded due to subject divergence and finally 50 articles were included, studied, and then analyzed. Results: A variety of definitions were found for the concept of feedback. One of the reasons for lack of conscensus on its definition is due to different perceptions of experts and learners. There are several factors affecting feedback and its effect on learners’ performance. The most one are learners themselves due to their vigorous recital for receiving feedback. More than a few models are represented on the ways of giving feedback and their common position is feedback sandwich and learners’ self-evaluation. Recently a model of feedback-card is also represented to objectify given feedbacks. There are expectations from learners that should be considered by them. Conclusion: Feedback is very important in education and learning. Identification of factors influencing feedback is necessary for medical faculties. Papers introduced some approaches, models and various proposals to aid teachers. Feedback is context-dependent concept and effectiveness of these approaches and models must be examined in specific context.