How feedback can foster professional growth of teachers in the clinical workplace: A review of the literature |
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| Institution: | 1. Department of Critical Care, University Medical Center Groningen, University of Groningen, Hanzeplein 1, 9700, RB, Groningen, the Netherlands;2. Department of Intensive Care Medicine, Maastricht University Medical Center, P. Debyelaan 25, 6202, AZ, Maastricht, the Netherlands;3. School of Health Professions Education, Maastricht University, the Netherlands;4. Department of Intensive Care Medicine, Leiden University Medical Center, Albinusdreef 2, 2333, ZA, Leiden, the Netherlands;5. Department of Clinical Epidemiology, Leiden University Medical Center, Albinusdreef 2, 2333, ZA, Leiden, the Netherlands;6. Amsterdam UMC, University of Amsterdam, Department of Intensive Care Medicine, Meibergdreef 9, 1105, AZ, Amsterdam, the Netherlands |
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| Abstract: | 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. |
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| Keywords: | Teacher evaluation Faculty development Teacher improvement Professional training |
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