Skip Navigation
Skip to contents

JEEHP : Journal of Educational Evaluation for Health Professions

OPEN ACCESS
SEARCH
Search

Author index

Page Path
HOME > Browse articles > Author index
Search
Jorge Tricio 3 Articles
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
AbstractAbstract PDFSupplementary 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
AbstractAbstract PDFSupplementary 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
AbstractAbstract PDFSupplementary 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

JEEHP : Journal of Educational Evaluation for Health Professions
TOP