TY - JOUR
T1 - Broadening the scope of feedback to promote its relevance to workplace learning
AU - Van Der Leeuw, Renée M.
AU - Teunissen, Pim W.
AU - Van Der Vleuten, Cees P.M.
PY - 2018/4
Y1 - 2018/4
N2 - The common goal in medical education is to support the health
care workforce, both present and future, in becoming and remaining
competent professionals. Both during and after medical training,
learning takes place in the clinical workplace. Yet, how feedback is
defined in medical education and how it is practiced in clinical
training situations, combined with a research focus on “what works,”
limits its potential for learning. This article explores the theoretical
background of learning in interaction and current trends in medical
education to broaden the scope of feedback and promote its relevance to
workplace learning.
A new, wider perspective is outlined in which feedback could
be redefined as “performance-relevant information” (PRI). PRI can
incorporate all information that is deemed relevant to the learner,
drawn from interaction in workplace learning and one’s interpretation of
performance in the clinical workplace. This information can, for
example, come from the evaluation of patient outcomes after treatment;
observations of role models’ performance; evaluations and assessments;
exploring feelings of failure or success; and responses of colleagues
and peers.
PRI draws attention to learning opportunities that better fit
the highly social learning of clinical workplaces and current trends in
medical education. It supports the interpretation of individual or team
performance in terms of relevance to learning. This allows for a
comprehensive way of viewing and stimulating workplace learning and the
performance of professionals, providing an opportunity to create
lifelong learning strategies and potentially improving the care of
patients.
AB - The common goal in medical education is to support the health
care workforce, both present and future, in becoming and remaining
competent professionals. Both during and after medical training,
learning takes place in the clinical workplace. Yet, how feedback is
defined in medical education and how it is practiced in clinical
training situations, combined with a research focus on “what works,”
limits its potential for learning. This article explores the theoretical
background of learning in interaction and current trends in medical
education to broaden the scope of feedback and promote its relevance to
workplace learning.
A new, wider perspective is outlined in which feedback could
be redefined as “performance-relevant information” (PRI). PRI can
incorporate all information that is deemed relevant to the learner,
drawn from interaction in workplace learning and one’s interpretation of
performance in the clinical workplace. This information can, for
example, come from the evaluation of patient outcomes after treatment;
observations of role models’ performance; evaluations and assessments;
exploring feelings of failure or success; and responses of colleagues
and peers.
PRI draws attention to learning opportunities that better fit
the highly social learning of clinical workplaces and current trends in
medical education. It supports the interpretation of individual or team
performance in terms of relevance to learning. This allows for a
comprehensive way of viewing and stimulating workplace learning and the
performance of professionals, providing an opportunity to create
lifelong learning strategies and potentially improving the care of
patients.
KW - medical education
KW - health care workforce
KW - medical training
KW - Feedback
KW - Workplace Learning
UR - http://www.scopus.com/inward/record.url?scp=85054523944&partnerID=8YFLogxK
U2 - 10.1097/ACM.0000000000001962
DO - 10.1097/ACM.0000000000001962
M3 - Article
C2 - 29068817
AN - SCOPUS:85054523944
VL - 93
SP - 556
EP - 559
JO - Academic medicine : journal of the Association of American Medical Colleges
JF - Academic medicine : journal of the Association of American Medical Colleges
SN - 1040-2446
IS - 4
ER -