This document summarizes research on feedback in medical education. It discusses 3 key educational research articles focusing on feedback as dialogue, sustainable feedback through self and peer assessment, and developing student judgment. It also discusses 3 key medical education articles about developing a feedback culture, learning from role models, and feedback as a process of negotiation. The conclusions are that feedback should promote dialogue, enhance self-monitoring skills, ensure feedback loops are closed by learners taking action, and further develop staff and learner feedback literacy.

1. Effective feedback in
medical education: how are
we doing?
Professor David Carless
Faculty of Education
University of Hong Kong
5th
November, 2016
The University of Hong Kong

3. Overview
1. Aims
2. Feedback in educational research
3. Feedback in medical education
4. Conclusions
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4. Aims of paper
- Synthesize literature
- Raise key feedback issues
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5. 3 KEY EDUCATIONAL
RESEARCH ARTICLES
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6. The University of Hong Kong

7. Conceptual paper
• Call for dialogues of different kinds even
within written feedback
• Peer feedback, inner dialogue (internal
feedback)
(Nicol, 2010)
The University of Hong Kong

8. The University of Hong Kong

9. Interview study
Sustainable feedback: learners generating
and using feedback from peers, self or
teachers as part of self-regulated learning
(Carless et al. 2011)
The University of Hong Kong

10. The University of Hong Kong

11. Conceptual paper
• If there is no action, then feedback has not
occurred
• Importance of curriculum & feedback
design in developing student judgment
(Boud & Molloy, 2013)
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12. 3 KEY MEDICAL EDUCATION
ARTICLES
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13. The University of Hong Kong

14. Review article
• Need to develop a feedback culture
• Feedback embedded implicitly or explicitly
within all activities
(Archer, 2010)
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15. The University of Hong Kong

16. GT study
• 25 early career academics in Canada
• Learning from role models
• Negative feedback accepted when source
is credible
(Watling, Driessen, van der Vleuten &
Lingard, 2012)
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17. The University of Hong Kong

18. Conceptual paper
• Desire for feedback, conflicts with fears of
critical appraisal
• Feedback not a product but a process of
negotiation within a supportive relationship
(Telio, Ajjawi & Regehr, 2015)
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19. CONCLUSIONS
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20. Feedback as dialogue
• Dialogic aspirations
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21. Key aim of feedback
To enhance learner
ability to self-monitor
during performance
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22. Closing feedback loops
It’s only feedback
if learners take
some action
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23. Feedback literacy
The further development of staff (and
learner) feedback literacy
The University of Hong Kong

24. THANK YOU
The University of Hong Kong

25. Defining feedback
“A dialogic process in which learners make
sense of information from varied sources
and use it to enhance the quality of their
work or learning strategies”.
Carless (2015, p.192) building on Boud &
Molloy (2013)
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