How feedback can foster professional growth of teachers in the clinical workplace: A review of the literature

被引：10
作者：
Boerboom, Tobias B. B. [1 ]
Stalmeijer, Renee E. [2 ]
Dolmans, Diana H. J. M. [2 ]
Jaarsma, Debbie A. D. C. [3 ]
机构：
[1] Univ Amsterdam, Acad Med Ctr, Ctr Evidence Based Educ, NL-1105 AZ Amsterdam, Netherlands
[2] Maastricht Univ, Fac Hlth Med & Life Sci, Dept Educ Dev & Res, NL-6200 MD Maastricht, Netherlands
[3] Univ Groningen, Univ Med Ctr Groningen, Ctr Res & Innovat Med Educ, NL-9713 AV Groningen, Netherlands
来源：
STUDIES IN EDUCATIONAL EVALUATION | 2015年 / 46卷
关键词：
Teacher evaluation; Faculty development; Teacher improvement; Professional training; MULTISOURCE FEEDBACK; SELF-ASSESSMENT; TEACHING EFFECTIVENESS; FACULTY-DEVELOPMENT; PROVIDE FEEDBACK; STUDENT-RATINGS; 12; TIPS; REFLECTION; METAANALYSIS; EDUCATION;
D O I：
10.1016/j.stueduc.2015.02.001
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Student ratings of teaching have received much attention in both higher and medical education research. Paramount has been the attention to the robustness of the instruments used to capture these ratings as a source of feedback for teachers. However evidence is scarce with regard to what happens after ratings are fed back to the teachers. This paper will focus on feedback facilitation strategies needed for medical teachers in the workplace setting to improve their teaching. First, the attributes of clinical teaching will be introduced, followed by a disquisition on feedback uptake, and finally reflection as a tool to improve teaching. Second, several recently published strategies aimed at improving clinical teaching through the facilitation of feedback are discussed. (C) 2015 Elsevier Ltd. All rights reserved.
引用
收藏
页码：47 / 52
页数：6
相关论文
共 82 条
  • [1] [Anonymous], 1999, STAND ED PSYCH TEST
  • [2] Factors influencing residents' evaluations of clinical faculty member teaching qualities and role model status
    Arah, Onyebuchi A.
    Heineman, Maas J.
    Lombarts, Kiki M. J. M. H.
    [J]. MEDICAL EDUCATION, 2012, 46 (04) : 381 - 389
  • [3] State of the science in health professional education: effective feedback
    Archer, Julian C.
    [J]. MEDICAL EDUCATION, 2010, 44 (01) : 101 - 108
  • [4] Understanding and optimizing multisource feedback
    Atwater, LE
    Waldman, DA
    Brett, JF
    [J]. HUMAN RESOURCE MANAGEMENT, 2002, 41 (02) : 193 - 208
  • [5] Bakker A. B., 2008, Career Development International, V13, P209, DOI DOI 10.1108/13620430810870476
  • [6] What is the validity evidence for assessments of clinical teaching?
    Beckman, TJ
    Cook, DA
    Mandrekar, JN
    [J]. JOURNAL OF GENERAL INTERNAL MEDICINE, 2005, 20 (12) : 1159 - 1164
  • [7] How reliable are assessments of clinical teaching? A review of the published instruments
    Beckman, TJ
    Ghosh, AK
    Cook, DA
    Erwin, PJ
    Mandrekar, JN
    [J]. JOURNAL OF GENERAL INTERNAL MEDICINE, 2004, 19 (09) : 971 - 977
  • [8] The reflective institution: Assuring and enhancing the quality of teaching and learning
    Biggs, J
    [J]. HIGHER EDUCATION, 2001, 41 (03) : 221 - 238
  • [9] Exploring the validity and reliability of a questionnaire for evaluating veterinary clinical teachers' supervisory skills during clinical rotations
    Boerboom, T. B. B.
    Dolmans, D. H. J. M.
    Jaarsma, A. D. C.
    Muijtjens, A. M. M.
    Van Beukelen, P.
    Scherpbier, A. J. J. A.
    [J]. MEDICAL TEACHER, 2011, 33 (02) : e84 - e91
  • [10] Boerboom T. B. B, 2011, THESIS UTRECHT U UTR
123456789