-
Common models and approaches for the clinical educator to plan effective feedback encounters
-
Cesar Orsini
, Veena Rodrigues , Jorge Tricio , Margarita Rosel
-
J Educ Eval Health Prof. 2022;19:35. Published online December 19, 2022
-
DOI: https://doi.org/10.3352/jeehp.2022.19.35
-
-
11,764
View
-
1,208
Download
-
6
Web of Science
-
9
Crossref
-
Abstract
PDF Supplementary Material
- Giving constructive feedback is crucial for learners to bridge the gap between their current performance and the desired standards of competence. Giving effective feedback is a skill that can be learned, practiced, and improved. Therefore, our aim was to explore models in clinical settings and assess their transferability to different clinical feedback encounters. We identified the 6 most common and accepted feedback models, including the Feedback Sandwich, the Pendleton Rules, the One-Minute Preceptor, the SET-GO model, the R2C2 (Rapport/Reaction/Content/Coach), and the ALOBA (Agenda Led Outcome-based Analysis) model. We present a handy resource describing their structure, strengths and weaknesses, requirements for educators and learners, and suitable feedback encounters for use for each model. These feedback models represent practical frameworks for educators to adopt but also to adapt to their preferred style, combining and modifying them if necessary to suit their needs and context.
-
Citations
Citations to this article as recorded by 
- Feedback in Medical Education—Its Importance and How to Do It
Tarik Babar, Omer A. Awan Academic Radiology.2025; 32(2): 1152. CrossRef - Could the R2C2 Feedback and Coaching Model Enhance Feedback Literacy Behaviors: A Qualitative Study Exploring Learner-Preceptor Feedback Conversations
Subha Ramani, Heather Armson, Tessa Hanmore, Rachelle Lee-Krueger, Karen D. Könings, Amanda Roze des Ordons, Marygrace Zetkulic, Joan Sargeant, Jocelyn M. Lockyer Perspectives on Medical Education.2025;[Epub] CrossRef - Using Real‐Time Power BI Formative Feedback to Improve Nurse Anesthesia Students' Clinical Competence: An Educational Intervention
Ali Khalafi, Sajjad Choopani, Nooshin Sarvi‐Sarmeydani, Elham Maraghi Health Science Reports.2025;[Epub] CrossRef - Informal learning of ICU new graduate registered nurses: An interpretive phenomenological analysis
Changying Liu, Ying Yang, Qing Zhang, Yan Ma Nurse Education Today.2025; 147: 106588. CrossRef - How Should Teachers Teach?
Kinan Sawar, Kevin C. Chung Hand Clinics.2025;[Epub] CrossRef - Navigating power dynamics between pharmacy preceptors and learners
Shane Tolleson, Mabel Truong, Natalie Rosario Exploratory Research in Clinical and Social Pharmacy.2024; 13: 100408. CrossRef - Comparison of the effects of apprenticeship training by sandwich feedback and traditional methods on final-semester operating room technology students’ perioperative competence and performance: a randomized, controlled trial
Azam Hosseinpour, Morteza Nasiri, Fatemeh Keshmiri, Tayebeh Arabzadeh, Hossein Sharafi BMC Medical Education.2024;[Epub] CrossRef - Evaluating the Quality of Narrative Feedback for Entrustable Professional Activities in a Surgery Residency Program
Rosephine Del Fernandes, Ingrid de Vries, Laura McEwen, Steve Mann, Timothy Phillips, Boris Zevin Annals of Surgery.2024; 280(6): 916. CrossRef - Feedback conversations: First things first?
Katharine A. Robb, Marcy E. Rosenbaum, Lauren Peters, Susan Lenoch, Donna Lancianese, Jane L. Miller Patient Education and Counseling.2023; 115: 107849. CrossRef
-
Implementation and lessons learned from 2 online interprofessional faculty development programs for improving educational practice in the health professions in Chile and the United Kingdom from 2018 to 2021
-
Cesar Orsini
, Veena Rodrigues , Jorge Tricio
-
J Educ Eval Health Prof. 2021;18:21. Published online August 9, 2021
-
DOI: https://doi.org/10.3352/jeehp.2021.18.21
-
-
6,515
View
-
313
Download
-
1
Web of Science
-
1
Crossref
-
Abstract
PDF Supplementary Material
- This study presents the design, implementation, and lessons learned from 2 fit-for-purpose online interprofessional faculty development programs for educational practice improvement in the health professions in Chile and the United Kingdom from 2018 to 2021. Both programs were designed to enhance teaching and learning practices in an interprofessional environment based on 4 pillars: professional diversity, egalitarianism, blended/online learning, and active learning strategies. A multidisciplinary mix of educators participated, showing similar results. The 3 main lessons learned were that the following factors facilitated an interprofessional environment: a professions-inclusive teaching style, a flexible learning climate, and interprofessional peer work. These lessons may be transferable to other programs seeking to enhance and support interprofessionality. Faculty development initiatives preparing educators for interprofessional practice should be an integral component of health professions education, as delivering these courses within professional silos is no longer justifiable. As the relevance of interprofessional education grows, an effective way of promoting interprofessonal education is to train the trainers in formal interprofessional settings.
-
Citations
Citations to this article as recorded by 
- Perceived team roles of medical students: a five year cross-sectional study
Anke Boone, Mathieu Roelants, Karel Hoppenbrouwers, Corinne Vandermeulen, Marc Du Bois, Lode Godderis BMC Medical Education.2022;[Epub] CrossRef
-
How dental students’ course experiences and satisfaction of their basic psychological needs influence passion for studying in Chile
-
Cesar Orsini
, Jorge Tricio , Doris Tapia , Cristina Segura
-
J Educ Eval Health Prof. 2019;16:37. Published online November 29, 2019
-
DOI: https://doi.org/10.3352/jeehp.2019.16.37
-
-
9,569
View
-
258
Download
-
10
Web of Science
-
6
Crossref
-
Abstract
PDF Supplementary Material
- Purpose
This study aimed to determine how the general course experiences of dental students in Chile and the satisfaction or frustration of their basic psychological needs influenced their passion for studying, and how passion influenced students’ study strategies.
Methods A correlational cross-sectional study was conducted at 3 Chilean dental schools between April and June 2018, in which 935 undergraduate students participated. Students responded to Spanish-language versions of 4 psychological scale tools: the Course Experience Questionnaire, the Basic Psychological Needs Satisfac¬tion and Frustration Scale, the Passion Scale, and the Revised Study Process Questionnaire. Data were analysed with bivariate correlations and structural equation modelling, controlling for age, gender, year of study, and type of university.
Results Students’ general course experiences (i.e., good teaching, clear goals and standards, appropriate assessment, and appropriate workload) positively predicted basic need satisfaction and negatively predicted need frustration. Need satisfaction positively predicted passion in students, with stronger scores for harmonious passion. Basic need frustration positively predicted obsessive passion and negatively predicted harmonious passion. Harmonious passion positively predicted deep study strategies and negatively predicted surface study strategies, while obsessive passion positively predicted both deep and surface study strategies.
Conclusion Dental students’ optimal course experiences positively influenced the satisfaction of their basic psychological needs, which favoured harmonious over obsessive passion. In turn, harmonious over obsessive passion positively influenced deep study strategies. Therefore, efforts should be made to provide course experiences that support students’ basic needs and harmonious passion for studying, both in classroom and chair-side teaching.
-
Citations
Citations to this article as recorded by 
- Changes in basic psychological needs, passion, and well-being of first-semester graduate students
Hannah S. Appleseth, Lara J. LaCaille, Rick A. LaCaille, Eric E. Hessler, Jennifer O. Liang Journal of American College Health.2024; 72(9): 3612. CrossRef - Medical student motivation in specialised contexts
Stacey M. Frumm, Sam Brondfield The Clinical Teacher.2024;[Epub] CrossRef - Fostering university students’ autonomous motivation through a societal impact project: a qualitative study of students’ and teachers’ perspectives
Yuanyuan Zhu, Latifa Abidi, Hans Savelberg, S. Eleonore Köhler, Rashmi A. Kusurkar, Diana Dolmans BMC Medical Education.2024;[Epub] CrossRef - Emotion regulation, need satisfaction, passion and problematic video game play during difficult times
Jessica Formosa, Julian Frommel, Regan L. Mandryk, Stephanie J. Tobin, Selen Türkay, Daniel Johnson Behaviour & Information Technology.2024; : 1. CrossRef - Relationship between Psychological Needs and Academic Self-Concept in Physical Education Pre-Service Teachers: A Mediation Analysis
Antonio Granero-Gallegos, Ginés D. López-García, Antonio Baena-Extremera, Raúl Baños Sustainability.2023; 15(5): 4052. CrossRef - Job crafting and well-being among school principals: The role of basic psychological need satisfaction and frustration
Hiroyuki Toyama, Katja Upadyaya, Katariina Salmela-Aro European Management Journal.2022; 40(5): 809. CrossRef
|