Why lifelong learning without consistent feedback is not effective From "feed-back" to "feed-forward"

The process of feedback is regarded to be a fundamental element of medical education. This manuscript aims to show why effective feedback possesses this importance and how it reaches effectiveness. Data from empirical research are related to the principles of effective feedback. We propose a concept for the mutual development of a learning path by both the learner and the feedback-provider in order to improve learner performance. To facilitate this, the importance of an open learning climate is highlighted.