Journal article
Twelve tips for developing feedback literacy in health professions learners
Medical Teacher, Vol.43(8), pp.960-965
08/2021
PMID: 33131374
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Source: InCites
Abstract
Despite feedback being widely-used by health professions educators as a tool to develop clinical competencies, strategies to guide its successful implementation remain limited. In addition, health professions learners are often dissatisfied with the quality and/or volume of feedback they receive. Efforts to better engage learners in feedback processes have resulted in the development of a number of theoretical frameworks to guide educators, one being feedback literacy. Feedback literacy can be conceptualised as a learner’s ability to recognise, comprehend, generate, and take action on feedback they encounter during their learning to aid health professions learners’ clinical competency development. Here, we draw on both a conceptual framework of feedback literacy and other contemporary feedback literature to provide 12 practical tips by which feedback literacy can be developed in health professions learners.
Details
- Title
- Twelve tips for developing feedback literacy in health professions learners
- Creators
- Nicholas Tripodi - Victoria UniversityJack Feehan - University of MelbourneRebecca Wospil - Victoria UniversityBrett Vaughan - University of Melbourne
- Publication Details
- Medical Teacher, Vol.43(8), pp.960-965
- Publisher
- Taylor & Francis
- Grant note
- NT and JF are supported by Australian Government Research Training Program Scholarships and would like to acknowledge their support.
- Identifiers
- 991012925001202368
- Copyright
- © 2020 Informa UK Limited, trading as Taylor & Francis Group
- Academic Unit
- Allied Health and Midwifery; Faculty of Health; School of Health and Human Sciences
- Language
- English
- Resource Type
- Journal article