Peran Umpan Balim Bagi Mahasiswa Kedokteran

Background: Feedback is an important part in teaching and learning process that serve as a catalyst to enhance learners’ achievement. In medical education, the importance of feedback has been recognized for learners at all level; undergraduate and postgraduate, in preclinical and clinical phases for more that twenty years. This literature review wants to explore what is the effective feedback for medical students and what are the factors that affect giving feedback?Method: Relevant literatures are selected as basis of recommendations on giving feedback in medical education.Results: The eighteen articles that fulfill the inclusion criteria have been collected from several resources include Medline, Pubmed and ERIC databases. Characteristics of effective feedback have been identified from those articles include positive, specific, private, well-timing, non-judgmental, interaction with sender, immediately given, from expert content, simple, and task oriented. While the factors affect giving feedback fall into four topics: the content of feedback, the method of delivery, sender credibility and training.Conclusion: Feedback in medical education has an essential role to enhance students’ learning behavior. Four factors that were affecting feedback delivery are content of the feedback, feedback delivery method, feedback provider’s credibility, and also training in feedback delivery.

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1129. Optimizing Feedback Strategies on the Infectious Diseases Inpatient Service

Open Forum Infectious Diseases ◽

10.1093/ofid/ofaa439.1315 ◽

2020 ◽

Vol 7 (Supplement_1) ◽

pp. S593-S594

Author(s):

Eva Clark ◽

Prathit Kulkarni ◽

Mayar Al Mohajer ◽

Stacey Rose ◽

Jose Serpa ◽

...

Keyword(s):

Medical Education ◽

Infectious Diseases ◽

Clinical Education ◽

Mental Model ◽

Inpatient Service ◽

Shared Mental Model ◽

Effective Feedback ◽

Medical Trainees ◽

Feedback Strategies ◽

Giving Feedback

Abstract Background Timely, efficient, and effective feedback strategies are crucial for enhancing faculty-trainee communication and trainee education. Here we describe attitudes, practices, and perceived behaviors regarding giving feedback to medical trainees rotating on Infectious Diseases (ID) inpatient consult services. Methods An anonymous survey on feedback strategies was distributed to our adult ID Section in February 2020 as part of a facilitated discussion on optimizing trainee clinical education. Results Twenty-six ID Section members completed the survey (18 faculty, 8 trainees). Most trainees (62.5%) and faculty (66.7%) felt that trainees are “sometimes” comfortable voicing concerns to faculty; however, no trainees but 11.1% of faculty indicated that trainees are “always” comfortable voicing concerns to faculty. Most trainees (87.5%) felt that conversations about team expectations occur “sometimes” or “often.” In contrast, most faculty (72.2%) felt that these conversations “always” occur. Although most faculty felt that both informal (94.4%) and formal (83.3%) feedback should be given to trainees, 22.2% of faculty responded that they do not explicitly use the term “feedback” when discussing feedback with a trainee. No trainees and 22.2% of faculty indicated that they utilize a feedback tool. Regarding quantity of feedback trainees perceive they receive from faculty, 37.5% of trainees felt they needed more feedback while 50% felt they received adequate feedback. Most faculty (88.9%) responded that they encourage trainees to give feedback to faculty, although most trainees (62.5%) responded “sometimes” regarding how comfortable they feel doing so. Conclusion In summary, we found differences between faculty and trainees regarding two important aspects of medical education: setting expectations and providing feedback. While most faculty feel that conversations regarding these topics occur invariably, trainees do not always share this perception. Trainees felt less comfortable voicing concerns and giving feedback to faculty than faculty perceived them to be. Overall, the data suggest that there is room for improvement to ensure that trainees and faculty are operating from a shared mental model regarding setting team expectations and providing/receiving feedback. Disclosures All Authors: No reported disclosures

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THE VALUE AND TOPICALITY OF FEEDBACK IN IMPROVING THE LEARNING PROCESS

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2020vol3.5014 ◽

2020 ◽

Vol 3 ◽

pp. 244

Author(s):

Pāvels Jurs ◽

Elita Špehte

Keyword(s):

Effective Teaching ◽

Empirical Research ◽

Learning Process ◽

Teaching And Learning ◽

Metacognitive Skills ◽

Preliminary Assessment ◽

Effective Feedback ◽

Active Involvement ◽

Feedback Delivery ◽

Effective Teaching And Learning

Feedback delivery is an integral part of the learning process, which provides an effective teaching and learning process. Although students are primarily targeted to get a mark, there are a number of strategies that can be used to maximise students' involvement in the learning process, including providing effective feedback. Purposeful use of feedback through the pedagogical process contributes to a more active involvement of students by developing metacognitive skills (Nicol & Draper 2008). It is important to encourage students, in the learning process and outside it, to ensure reflection on feedback comments and to give preliminary assessment (Taras, 2003). The aim of the article is to update the importance of feedback in the pedagogical process by identifying theoretical regularity in the interpretation of the concept of feedback, as well as undertaking empirical research to clarify students' views on feedback and the effectiveness of its application in the learning process.

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Guidance for providing effective feedback in clinical supervision in postgraduate medical education: a systematic review

Postgraduate Medical Journal ◽

10.1136/postgradmedj-2020-139566 ◽

2021 ◽

pp. postgradmedj-2020-139566

Author(s):

Jessica Weallans ◽

Caroline Roberts ◽

Sarah Hamilton ◽

Stephen Parker

Keyword(s):

Systematic Review ◽

Medical Education ◽

Clinical Supervision ◽

Qualitative Content Analysis ◽

Postgraduate Medical Education ◽

Empirical Studies ◽

Composite Model ◽

Inclusion Criteria ◽

Effective Feedback ◽

The Common

The primary aim was to systematically review the empirical evidence relating to models and guidance for providing effective feedback in clinical supervision occurring in postgraduate medical education contexts. A secondary aim was to identify the common and differentiating components of models and guidance for providing effective feedback in this context. A systematic review was conducted. Fifty-one records met the inclusion criteria, including 12 empirical studies. Empirical records meeting inclusion criteria were critically appraised. Qualitative content analysis was applied to the guidance on effective and ineffective feedback provision to identify key principles. A composite model was created synthesising the guidance identified for providing effective feedback. The evidence supporting specific models and guidance in postgraduate medical education was limited. However, there is evidence to support all of the commonly identified principles. In addition, a consensus about the principles of effective feedback in clinical supervision in postgraduate medical education was found.

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YouTube as an Educational Resource in Medical Education: A Scoping Review (Preprint)

10.2196/preprints.9649 ◽

2017 ◽

Author(s):

Vernon Curran ◽

Karla Simmons ◽

Lisa Fleet ◽

Diana L. Gustafson ◽

Lyle Wetsch

Keyword(s):

Medical Education ◽

Scoping Review ◽

Teaching And Learning ◽

Communication Styles ◽

Educational Resource ◽

Review Of The Literature ◽

Inclusion Criteria ◽

Medical Topic ◽

Youtube Videos ◽

Medical Education Continuum

BACKGROUND Video has been a powerful teaching and learning tool in medical education, enabling knowledge, skill and attitude formation in a variety of areas and reaching learners with various learning and communication styles. The millennial generation has grown up with video at their fingertips at any time and any place, and social networking sites such as YouTube enable the sharing of video amongst a vast online community. YouTube has emerged as a growing educational resource for both learners and medical educators. However, the usefulness of YouTube in supporting teaching and learning across the continuum of medical education has not been explored in detail. Given the increasing usage of YouTube in medical education, a review of the literature on YouTube and its utilization in medical education could inform more effective adoption and usage by institutions, educators, practitioners and learners. OBJECTIVE To explore the use of YouTube across the medical education continuum. METHODS A scoping review of the literature was performed. PubMed, ERIC and CINAHL were searched for literature on YouTube usage for medical education purposes published between 2005 and 2017 using a combination of search terms. Articles were screened using a defined set of inclusion criteria. Key items of information from each paper were collated using a data extraction tool and common themes from the literature were identified via thematic analysis. RESULTS Of the 113 articles initially identified in the literature search, 31 met inclusion criteria. Results show that a large number of YouTube videos exist across a variety of medical topic areas. However, only a small number of studies have evaluated the effectiveness of YouTube as an educational intervention and these are largely limited to learner satisfaction only. YouTube does offer the opportunity for educators to share videos and for learners to access a wide array of video materials. However, a majority of studies involving the assessment of content quality suggest that YouTube videos may be an inadequate source of information for learning due to the high variability of content. A key limitation in many of these studies was that searches were mainly restricted to publicly available video content. CONCLUSIONS There is a paucity of research and evaluative work surrounding the use of YouTube as an educational resource across the medical education continuum. The quality of the content on YouTube is highly variable due to a lack of peer-review. Further evaluation of the effective integration of YouTube in medical education would inform further understanding and future practice.

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