Retroalimentación efectiva, un componente esencial en todas las etapas de la educación médica
Publicado
may 7, 2020
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Angelika Beatriz Ellen Kuhlmann Lüdeke
https://orcid.org/0000-0003-1913-4175
Javier Fabricio Guillén Olaya, Dr
https://orcid.org/0000-0001-6185-215X
https://orcid.org/0000-0003-1913-4175
Javier Fabricio Guillén Olaya, Dr
https://orcid.org/0000-0001-6185-215X
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Resumen
La retroalimentación, como estrategia de enseñanza-aprendizaje, ha estado presente en la educación médica hace unas décadas. Sin embargo, su utilización en programas a nivel mundial se considera insuficiente. En la literatura disponible, se han descrito características, recomendaciones e indicaciones de cómo debe ser proporcionada esta retroalimentación. Nuevos abordajes por parte de expertos hacen énfasis en la necesidad de analizar la retroalimentación bajo una nueva conceptualización, con mayor énfasis en la interacción social que implica el proceso y en el impacto real y demostrable que tiene sobre el aprendizaje de los estudiantes. Los nuevos modelos curriculares basados en competencias, sus gestores, directivas y los miembros educadores de dichos programas, deben demostrar un gran compromiso con la implementación de sistemas de retroalimentación robustos, con un adecuado monitoreo de los mismos y diseñados según las necesidades y características particulares de cada institución. Docentes y estudiantes requieren de un adecuado entrenamiento y empoderamiento en esta habilidad, con el fin de obtener resultados exitosos, en relación al mejoramiento en el aprendizaje. Este esfuerzo es fundamental con el fin de que los futuros profesionales médicos adquieran las competencias necesarias, según los estándares de calidad estipulados, para su ejercicio profesional sin supervisión y el aseguramiento de calidad y seguridad a los pacientes.
Keywords
effective feedback, formative feedback, medical educationretroalimentación efectiva, retroalimentación formativa, educación médica
References
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4. Fitzgerald JT, Burkhardt JC, Kasten SJ, et al. Assessment challenges in competency-based education: a case study in health professions education. Med Teach. 2016;38:482-90.
5. Krackov SK, Pohl H. Building expertise using the deliberate-practice curriculum-planning model. Med Teach. 2011;33(7):570-75.
6. Watling C, Driesen E, van der Vleuten CP, et al. Learning from clinical work: the roles of learning cues and credibility judgements. Med Educ. 2012;46(2):192-200.
7. Ericson KA. Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Acad Med. 2004;79:570-81.
8. Chowdhury RR, Kalu G. Learning to give feedback in medical education. Obstet Gynecol. 2004;6:243-7.
9. Hesketh E, Laidlaw J. Developing the teaching instinct, 1: feedback. Med Teach. 2002;24:245-8.
10. Murdoch-Eaton D, Sargeant J. Maturational differences in undergraduate medical students’ perceptions about feedback. Med Educ. 2012;46:711-21.
11. Watling CJ. Unfulfilled promises, untapped potential: feedback at the crossroads. Med Teach. 2014;36:692-7.
12. Shute VJ. Focus on formative feedback. Rev Educ Res. 2008;78:153-89.
13. Hounsell D, McCune V, Hounsell J, et al. The quality of guidance and feedback to students. High Educ Res Develop. 2008;27(1):55-67.
14. Gigante J, Dell M, Sharkey A. Getting beyond “good job”: how to give effective feedback. Pediatrics. 2011;127(2):205-7.
15. Ramani S, Krackov SK. Twelve tips for giving feedback effectively in the clinical environment. Med Teach. 2012;34:787-91.
16. Nicol DJ, Mac Farlane-Dick D. Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Stud High Educ. 2006;31(2):199-18.
17. Hattie J, Timperley H. The power of feedback. Rev Educ Res. 2007;77(1):81-112.
18. Lara RF, Mogensen KM, Markuns JF. Effective feedback in the education of health professionals. Support Line. 2016;38(2):3-8.
19. Mutch A. Exploring the practice of feedback to students. Act Learn High Educ. 2003;4(24):24-38.
20. Harden RM, Laidlaw JM. Be FAIR to students: four principles that lead to more effective learning. Med Teach. 2013;35:27-31.
21. Holmboe ES, Yepes M, Williams F, et al. Feedback and the mini clinical evaluation exercise. J Gen Intern Med. 2004;19:558-61.
22. Weinstein DF. Feedback in clinical evaluation: untying the Gordian knot. Acad Med. 2015;90(5):559-61.
23. Davis DA, Mazmanian PE, Fordis M, et al. Accuracy of physician self-assessment compared with observed measures of competence: a systematic review. JAMA. 2006; 296:1094-1102.
24. Anderson PA. Giving feedback on clinical skills: are we starving our young? J Grad Med Educ. 2012; June:154-8.
25. Kogan JR, Conforti LN, Bernabeo EC, et al. Faculty staff perception of feedback to residents after direct observation of clinical skills. Med Educ. 2012;46:201-15.
26. Regehr G, Eva K. Self-assessment, self-direction and self-regulating professional. Clin Orthop Relat Res. 2006;449:34-8.
27. Sargeant J, Armson H, Chesluk B, et al. The processes and dimensions of informed self-assessment: a conceptual model. Acad Med. 2010;85:1212-20.
28. Burgess A, Mellis C. Feedback and assessment for clinical placements: achieving the right balance. Adv Med Educ Pract. 2015;6:373-81.
29. Mann K, Gordon J, MacLeod A. Reflection and reflective practice in health professions education: a systematic review. Adv Health Sci Educ. 2009;14(4):595-621.
30. Wynia MK. The role of professionalism and self-regulation in detecting impaired or incompetent physicians. JAMA. 2010; 304:210-2.
31. Liaison Committee on Medical Education (LCME) [internet]. 2006. Available at https://www.lcme.org.
32. Branch WT, Paranjape A. Feedback and reflection: teaching methods for clinical settings. Acad Med. 2002;77:1185-8.
33. Kritek PA. Strategies for effective feedback. Ann Am Thorac Soc. 2015 Apr;12(4):557-60.
34. Kluger AN, DeNisi A. The effects of feedback interventions on performance: a historical review, a meta-analysis and a preliminary feedback intervention theory. Psychol Bull. 1996;119(2):254-84.
35. Molloy E. Time to pause: giving and receiving feedback in clinical education. In: Delany C, Molloy E, editors. Clinical education in the health professions. Sydney: Elsevier; 2009. p. 128-46.
36. Archer J. State of the science in health professional education: effective feedback. Med Educ. 2010;44:101-8.
37. Lefroy J, Watling C, Teunissen PW, et al. Guidelines: the do’s, don’ts and don’t knows of feedback for clinical education. Perspect Med Educ. 2015;4:284-99.
38. Vickery AN, Lake FR. Teaching on the run tips. 10: giving feedback. Med J Aust. 2005;183(5):267-73.
39. Perera J, Lee N, Win K, et al. Formative feedback to students: the mismatch between faculty perceptions and student expectations. Med Teach. 2008;30:395-9.
40. Porte MC, Xeroulis G, Reznick RK, et al. Verbal feedback from an expert is more effective than self-accessed feedback about motion efficiency in learning new surgical skills. Am J Surg. 2007;193(1):105-10.
41. Bok HG, Teunissen PW, Spruijt A, et al. Clarifying students’ feedback seeking behavior in clinical clerkships. Med Educ. 2013;47(3):282-91.
42. 42.Cantillon P, Sargeant J. Giving feedback in clinical settings. BMJ. 2008;337:1292-4.
43. Krackov SK. Giving feedback. In: Dent JA, Harden RM, editors. A practical guide for medical teachers. 3rd edition. New York: Churchill Livingstone Elsevier; 2009. p. 357-67.
44. Parkes J, Abercrombie S, Mc Carty T. Feedback sandwiches affect perceptions but not performance. Adv Health Sci Educ Theory Pract. 2013;18:397-407.
45. Thomas JD, Arnold RM. Giving feedback. J Palliat Med. 2011;14:233-9.
46. Sargeant J, Mc Naughton E, Mercer S, et al. Providing feedback: exploring a model (emotion, content, outcomes) for facilitating multisource feedback. Med Teach. 2011;33(9):744-9.
47. Molloy E. The feedforward mechanism: a way forward in clinical learning? Med Educ. 2010;44:1157-9.
48. Veloski J, Boex JR, Grasberger MJ, et al. Systematic review of the literature on assessment, feedback and physicians’ clinical performance. Med Teach. 2006;28(2):117-28.
49. Sinclair HK, Cleland JA. Undergraduate medical students: who seeks formative feedback? Med Educ. 2007;41:580-2.
50. Eva KW, Armson H, Holmboe E, et al. Factors influencing responsiveness to feedback: on the interplay between fear, confidence and reasoning processes. Adv Health Sci Educ Theory Pract. 2012;17:15-26.
51. Román S, Cuestas PJ, Fenollar P. An examination of the interrelationship between self-esteem, others’ expectations, family support, learning approaches and academic achievement. Stud High Educ. 2008;33:127-38.
52. Kuhlmann A, Sánchez MC. Educational alignment: learning-teaching approaches as influencing factors. Univ Med. 2017;58(1).
53. McMillan WJ. “Your thrust is to understand”-how academically successful students learn. Teac Higher Edu. 2010;15:1-13.
54. Chan PE, Konrad M, Gonzalez V, et al. The critical role of feedback in formative instructional practices. Interv Sch Clin. 2014;50(2):96-104.
55. Telio S, Regehr G, Ajjawi R. Feedback and the educational alliance: examining credibility judgements and their consequences. Med Educ. 2016;50:933-42.
56. Bowen L, Marshall M, Murdoch-Eaton D. Medical student perception of feedback and feedback behaviors within the context of the “Educational Alliance”. Acad Med. 2017;92(9):1303-12.
57. Watling C. Cognition, culture and credibility: demonstrating feedback in medical education. Perspect Med Educ. 2014;3:124-8.
58. Voyer S, Cuncic G, Butler DL, et al. Investigating conditions for meaningful feedback in the context of an evidenced-based feedback program. Med Educ. 2016;50(9):43-54.
59. Mann K, van del Vleuten CP, Eva K, et al. Tensions in informed self-assessment: how the desire for feedback and reticence to collect and use it can conflict. Acad Med. 2011;86(9):1120-7.
60. Bing-You R, Varaklis K, Hayes V, et al. The feedback tango: an integrative review and analysis of the content of the teacher-learner feedback exchange. Acad Med. 2018;93(4):657-63.
61. Telio S, Ajjawi R, Regehr G. The “Educational Alliance” as a framework for reconceptualizing feedback in medical education. Acad Med. 2015;90(5):609-14.
62. Orsmond P, Merry S. Feedback alignment: effective and ineffective links between tutors’ and students’ understanding of coursework feedback. Ass Eval High Educ. 2011;36(2):125-36.
63. Evans C. Making sense of assessment feedback in higher-education. Rev Educ Res. 2013;83:70-103.
64. Al-Haqwi A, Al-Wahbi A, Abdulghani H, et al. Barriers to feedback in undergraduate medical education. Saudi Med J. 2012;33(5):557-61.
65. Al-Mously N, Nabil NM, Abdulrahman S, et al. Undergraduate medical Students’ perceptions on the quality of feedback received during clinical rotations. Med Teach. 2014;36:S17-23.
66. Colthart I, Bagnall G, Evans A, et al. The effectiveness of self-assessment on the identification of learner needs, learner activity and impact on clinical practice: BEME Guide No 10. Med Teach. 2008;30(2):124-45.
67. Watling CJ, Driessen E, van der Vleuten CP, et al. Beyond individualism: a professional culture and its influence on feedback. Med Educ. 2013c;47(6):585-94.
68. Algiraigri AH. Ten tips for receiving feedback effectively in clinical practice. Med Educ online. 2014;19:25141.
69. Adcroft A. The mythology of feedback. High Educ Res Develop. 2011;30(4):405-19.
70. Srinivasan M, Li S-TT, Meyers FJ, et al. “Teaching as a competency”: competencies for medical educators. Acad Med. 2011;86(10):1211-20.
71. Torre DM, Simpson D, Sebastian JL, et al. Learning feedback activities and high-quality teaching: perceptions of third year medical students during an impatient rotation. Acad Med. 2005;80(10):950-4.
72. Carless D. Differing perceptions in the feedback process. Stud High Educ. 2006;31(2):219-33.
73. Holmboe ES. Realizing the promise of competency-based medical education. Acad Med. 2015;90(4):411-3.
74. Egener B, McDonald W, Rosof B, et al. Perspective: organizational professionalism: relevant competencies and behaviors. Acad Med. 2012;87:668-74.
75. Norton L, Richardson JT, Hartley J, et al. Teachers’ beliefs and intentions concerning teaching in higher education. Higher Educ. 2005;50:537-71.
76. Brauch RA, Golliath C, Patterson L, et al. A qualitative study of improving preceptor feedback delivery on professionalism to postgraduate year 1 residents through education, observation and reflection. Ochsner J. 2013;13:322-6.
77. Holmboe ES, Fiebach NH, Galaty LA, et al. Effectiveness of a focused educational intervention on resident evaluations from faculty, a randomized controlled trial. J Gen Intern Med. 2001;16:427-34.
78. Junod Perron N, Nendaz M, Louis-Simonet M, et al. Effectiveness of a training program in supervisors’ ability to provide feedback on residents’ communication skills. Adv Health Sci Educ Theory Pract. 2013;18:901-15.
79. Renting N, Gans RO, Borleffs JC, et al. A feedback system in residency to evaluate Can MEDS roles and provide high-quality feedback: exploring its application. Med Teach. 2016;38:738-45.
2. Ende J. Feedback in clinical medical education. JAMA. 1983;250(6):777-81.
3. Boud D, Molloy E. Rethinking models of feedback for learning: the challenge of design. Assess Eval Higher Educ. 2013;38:698-712.
4. Fitzgerald JT, Burkhardt JC, Kasten SJ, et al. Assessment challenges in competency-based education: a case study in health professions education. Med Teach. 2016;38:482-90.
5. Krackov SK, Pohl H. Building expertise using the deliberate-practice curriculum-planning model. Med Teach. 2011;33(7):570-75.
6. Watling C, Driesen E, van der Vleuten CP, et al. Learning from clinical work: the roles of learning cues and credibility judgements. Med Educ. 2012;46(2):192-200.
7. Ericson KA. Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Acad Med. 2004;79:570-81.
8. Chowdhury RR, Kalu G. Learning to give feedback in medical education. Obstet Gynecol. 2004;6:243-7.
9. Hesketh E, Laidlaw J. Developing the teaching instinct, 1: feedback. Med Teach. 2002;24:245-8.
10. Murdoch-Eaton D, Sargeant J. Maturational differences in undergraduate medical students’ perceptions about feedback. Med Educ. 2012;46:711-21.
11. Watling CJ. Unfulfilled promises, untapped potential: feedback at the crossroads. Med Teach. 2014;36:692-7.
12. Shute VJ. Focus on formative feedback. Rev Educ Res. 2008;78:153-89.
13. Hounsell D, McCune V, Hounsell J, et al. The quality of guidance and feedback to students. High Educ Res Develop. 2008;27(1):55-67.
14. Gigante J, Dell M, Sharkey A. Getting beyond “good job”: how to give effective feedback. Pediatrics. 2011;127(2):205-7.
15. Ramani S, Krackov SK. Twelve tips for giving feedback effectively in the clinical environment. Med Teach. 2012;34:787-91.
16. Nicol DJ, Mac Farlane-Dick D. Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Stud High Educ. 2006;31(2):199-18.
17. Hattie J, Timperley H. The power of feedback. Rev Educ Res. 2007;77(1):81-112.
18. Lara RF, Mogensen KM, Markuns JF. Effective feedback in the education of health professionals. Support Line. 2016;38(2):3-8.
19. Mutch A. Exploring the practice of feedback to students. Act Learn High Educ. 2003;4(24):24-38.
20. Harden RM, Laidlaw JM. Be FAIR to students: four principles that lead to more effective learning. Med Teach. 2013;35:27-31.
21. Holmboe ES, Yepes M, Williams F, et al. Feedback and the mini clinical evaluation exercise. J Gen Intern Med. 2004;19:558-61.
22. Weinstein DF. Feedback in clinical evaluation: untying the Gordian knot. Acad Med. 2015;90(5):559-61.
23. Davis DA, Mazmanian PE, Fordis M, et al. Accuracy of physician self-assessment compared with observed measures of competence: a systematic review. JAMA. 2006; 296:1094-1102.
24. Anderson PA. Giving feedback on clinical skills: are we starving our young? J Grad Med Educ. 2012; June:154-8.
25. Kogan JR, Conforti LN, Bernabeo EC, et al. Faculty staff perception of feedback to residents after direct observation of clinical skills. Med Educ. 2012;46:201-15.
26. Regehr G, Eva K. Self-assessment, self-direction and self-regulating professional. Clin Orthop Relat Res. 2006;449:34-8.
27. Sargeant J, Armson H, Chesluk B, et al. The processes and dimensions of informed self-assessment: a conceptual model. Acad Med. 2010;85:1212-20.
28. Burgess A, Mellis C. Feedback and assessment for clinical placements: achieving the right balance. Adv Med Educ Pract. 2015;6:373-81.
29. Mann K, Gordon J, MacLeod A. Reflection and reflective practice in health professions education: a systematic review. Adv Health Sci Educ. 2009;14(4):595-621.
30. Wynia MK. The role of professionalism and self-regulation in detecting impaired or incompetent physicians. JAMA. 2010; 304:210-2.
31. Liaison Committee on Medical Education (LCME) [internet]. 2006. Available at https://www.lcme.org.
32. Branch WT, Paranjape A. Feedback and reflection: teaching methods for clinical settings. Acad Med. 2002;77:1185-8.
33. Kritek PA. Strategies for effective feedback. Ann Am Thorac Soc. 2015 Apr;12(4):557-60.
34. Kluger AN, DeNisi A. The effects of feedback interventions on performance: a historical review, a meta-analysis and a preliminary feedback intervention theory. Psychol Bull. 1996;119(2):254-84.
35. Molloy E. Time to pause: giving and receiving feedback in clinical education. In: Delany C, Molloy E, editors. Clinical education in the health professions. Sydney: Elsevier; 2009. p. 128-46.
36. Archer J. State of the science in health professional education: effective feedback. Med Educ. 2010;44:101-8.
37. Lefroy J, Watling C, Teunissen PW, et al. Guidelines: the do’s, don’ts and don’t knows of feedback for clinical education. Perspect Med Educ. 2015;4:284-99.
38. Vickery AN, Lake FR. Teaching on the run tips. 10: giving feedback. Med J Aust. 2005;183(5):267-73.
39. Perera J, Lee N, Win K, et al. Formative feedback to students: the mismatch between faculty perceptions and student expectations. Med Teach. 2008;30:395-9.
40. Porte MC, Xeroulis G, Reznick RK, et al. Verbal feedback from an expert is more effective than self-accessed feedback about motion efficiency in learning new surgical skills. Am J Surg. 2007;193(1):105-10.
41. Bok HG, Teunissen PW, Spruijt A, et al. Clarifying students’ feedback seeking behavior in clinical clerkships. Med Educ. 2013;47(3):282-91.
42. 42.Cantillon P, Sargeant J. Giving feedback in clinical settings. BMJ. 2008;337:1292-4.
43. Krackov SK. Giving feedback. In: Dent JA, Harden RM, editors. A practical guide for medical teachers. 3rd edition. New York: Churchill Livingstone Elsevier; 2009. p. 357-67.
44. Parkes J, Abercrombie S, Mc Carty T. Feedback sandwiches affect perceptions but not performance. Adv Health Sci Educ Theory Pract. 2013;18:397-407.
45. Thomas JD, Arnold RM. Giving feedback. J Palliat Med. 2011;14:233-9.
46. Sargeant J, Mc Naughton E, Mercer S, et al. Providing feedback: exploring a model (emotion, content, outcomes) for facilitating multisource feedback. Med Teach. 2011;33(9):744-9.
47. Molloy E. The feedforward mechanism: a way forward in clinical learning? Med Educ. 2010;44:1157-9.
48. Veloski J, Boex JR, Grasberger MJ, et al. Systematic review of the literature on assessment, feedback and physicians’ clinical performance. Med Teach. 2006;28(2):117-28.
49. Sinclair HK, Cleland JA. Undergraduate medical students: who seeks formative feedback? Med Educ. 2007;41:580-2.
50. Eva KW, Armson H, Holmboe E, et al. Factors influencing responsiveness to feedback: on the interplay between fear, confidence and reasoning processes. Adv Health Sci Educ Theory Pract. 2012;17:15-26.
51. Román S, Cuestas PJ, Fenollar P. An examination of the interrelationship between self-esteem, others’ expectations, family support, learning approaches and academic achievement. Stud High Educ. 2008;33:127-38.
52. Kuhlmann A, Sánchez MC. Educational alignment: learning-teaching approaches as influencing factors. Univ Med. 2017;58(1).
53. McMillan WJ. “Your thrust is to understand”-how academically successful students learn. Teac Higher Edu. 2010;15:1-13.
54. Chan PE, Konrad M, Gonzalez V, et al. The critical role of feedback in formative instructional practices. Interv Sch Clin. 2014;50(2):96-104.
55. Telio S, Regehr G, Ajjawi R. Feedback and the educational alliance: examining credibility judgements and their consequences. Med Educ. 2016;50:933-42.
56. Bowen L, Marshall M, Murdoch-Eaton D. Medical student perception of feedback and feedback behaviors within the context of the “Educational Alliance”. Acad Med. 2017;92(9):1303-12.
57. Watling C. Cognition, culture and credibility: demonstrating feedback in medical education. Perspect Med Educ. 2014;3:124-8.
58. Voyer S, Cuncic G, Butler DL, et al. Investigating conditions for meaningful feedback in the context of an evidenced-based feedback program. Med Educ. 2016;50(9):43-54.
59. Mann K, van del Vleuten CP, Eva K, et al. Tensions in informed self-assessment: how the desire for feedback and reticence to collect and use it can conflict. Acad Med. 2011;86(9):1120-7.
60. Bing-You R, Varaklis K, Hayes V, et al. The feedback tango: an integrative review and analysis of the content of the teacher-learner feedback exchange. Acad Med. 2018;93(4):657-63.
61. Telio S, Ajjawi R, Regehr G. The “Educational Alliance” as a framework for reconceptualizing feedback in medical education. Acad Med. 2015;90(5):609-14.
62. Orsmond P, Merry S. Feedback alignment: effective and ineffective links between tutors’ and students’ understanding of coursework feedback. Ass Eval High Educ. 2011;36(2):125-36.
63. Evans C. Making sense of assessment feedback in higher-education. Rev Educ Res. 2013;83:70-103.
64. Al-Haqwi A, Al-Wahbi A, Abdulghani H, et al. Barriers to feedback in undergraduate medical education. Saudi Med J. 2012;33(5):557-61.
65. Al-Mously N, Nabil NM, Abdulrahman S, et al. Undergraduate medical Students’ perceptions on the quality of feedback received during clinical rotations. Med Teach. 2014;36:S17-23.
66. Colthart I, Bagnall G, Evans A, et al. The effectiveness of self-assessment on the identification of learner needs, learner activity and impact on clinical practice: BEME Guide No 10. Med Teach. 2008;30(2):124-45.
67. Watling CJ, Driessen E, van der Vleuten CP, et al. Beyond individualism: a professional culture and its influence on feedback. Med Educ. 2013c;47(6):585-94.
68. Algiraigri AH. Ten tips for receiving feedback effectively in clinical practice. Med Educ online. 2014;19:25141.
69. Adcroft A. The mythology of feedback. High Educ Res Develop. 2011;30(4):405-19.
70. Srinivasan M, Li S-TT, Meyers FJ, et al. “Teaching as a competency”: competencies for medical educators. Acad Med. 2011;86(10):1211-20.
71. Torre DM, Simpson D, Sebastian JL, et al. Learning feedback activities and high-quality teaching: perceptions of third year medical students during an impatient rotation. Acad Med. 2005;80(10):950-4.
72. Carless D. Differing perceptions in the feedback process. Stud High Educ. 2006;31(2):219-33.
73. Holmboe ES. Realizing the promise of competency-based medical education. Acad Med. 2015;90(4):411-3.
74. Egener B, McDonald W, Rosof B, et al. Perspective: organizational professionalism: relevant competencies and behaviors. Acad Med. 2012;87:668-74.
75. Norton L, Richardson JT, Hartley J, et al. Teachers’ beliefs and intentions concerning teaching in higher education. Higher Educ. 2005;50:537-71.
76. Brauch RA, Golliath C, Patterson L, et al. A qualitative study of improving preceptor feedback delivery on professionalism to postgraduate year 1 residents through education, observation and reflection. Ochsner J. 2013;13:322-6.
77. Holmboe ES, Fiebach NH, Galaty LA, et al. Effectiveness of a focused educational intervention on resident evaluations from faculty, a randomized controlled trial. J Gen Intern Med. 2001;16:427-34.
78. Junod Perron N, Nendaz M, Louis-Simonet M, et al. Effectiveness of a training program in supervisors’ ability to provide feedback on residents’ communication skills. Adv Health Sci Educ Theory Pract. 2013;18:901-15.
79. Renting N, Gans RO, Borleffs JC, et al. A feedback system in residency to evaluate Can MEDS roles and provide high-quality feedback: exploring its application. Med Teach. 2016;38:738-45.
Cómo citar
Kuhlmann Lüdeke, A. B. E., & Guillén Olaya, J. F. (2020). Retroalimentación efectiva, un componente esencial en todas las etapas de la educación médica. Universitas Medica, 61(3). https://doi.org/10.11144/Javeriana.umed61-3.feed
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