Tools
Tools
Orsini, Cesar 
ORCID: https://orcid.org/0000-0002-5226-3625, Rodrigues, Veena ORCID: https://orcid.org/0000-0002-4942-5646, Tricio, Jorge and Rosel, Margarita
(2022)
Common models and approaches for the clinical educator to plan effective feedback encounters.
Journal of Educational Evaluation for Health Professions, 19.
ISSN 1975-5937
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Abstract
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.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | feedback,formative feedback,medical education,medical student,education,health professions(all) ,/dk/atira/pure/subjectarea/asjc/3300/3304 |
| Faculty \ School: | Faculty of Medicine and Health Sciences > Norwich Medical School |
| Related URLs: | |
| Depositing User: | LivePure Connector |
| Date Deposited: | 15 Dec 2022 04:08 |
| Last Modified: | 04 Jan 2023 11:30 |
| URI: | https://ueaeprints.uea.ac.uk/id/eprint/90158 |
| DOI: | 10.3352/jeehp.2022.19.35 |
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