OBJECTIVE Feedback is important in clinical education. However, the medical education literature provides no consensual definition of feedback. The aim of this study is to propose a consensual, research-based, operational definition of feedback in clinical education. An operational definition is needed for educational practice and teacher training, and for research into the effectiveness of different types of feedback. METHODS A literature search about definitions of feedback was performed in general sources, meta-analyses and literature reviews in the social sciences and other fields. Feedback definitions given from 1995 to 2006 in the medical education literature are also reviewed. RESULTS Three underlying concepts were found, defining feedback as 'information'; as 'reaction', including information, and as a 'cycle', including both information and reaction. In most medical education and social science literature, feedback is usually conceptualised as information only. Comparison of feedback definitions in medical education reveals at least 9 different features. The following operational definition is proposed. Feedback is: 'Specific information about the comparison between a trainee's observed performance and a standard, given with the intent to improve the trainee's performance.' CONCLUSIONS Different conceptual representations and the use of different key features might be a cause for inconsistent definitions of feedback. The characteristics, strengths and weaknesses of this research-based operational definition are discussed.

What is feedback in clinical education

Feedback in Clinical Education

This study examined teachers' implementation of treatment plans following consultation Interventions were implemented for 45 elementary school students referred for consultation and intervention d

Treatment Implementation Following Behavioral Consultation in Schools: A Comparison of Three Follow-up Strategies

Despite the strong recognition that customer satisfaction should be viewed from a dynamic perspective, little is known about how the satisfaction judgment develops over time. Therefore, this study provides a dynamic analysis of the simultaneous influence of cognition and affect in the satisfaction formation process. The results of an experimental study based on a real consumption experience indicate that the impact of cognition on the satisfaction evaluation increases and the influence of affect decreases over time. Moreover, these effects are attenuated with inconsistent performance experiences. Finally, the study shows that the variance in customer satisfaction jointly explained by cognition and affect increases as experience accumulates.

https://www.jstor.org/stable/pdfplus/30162098.pdf

The Role of Cognition and Affect in the Formation of Customer Satisfaction: A Dynamic Perspective

Improving construction site safety through leader-based verbal safety communication

Performance feedback has been used successfully to increase performance in a variety of organizational settings for over 20 years. The main objective of the present review was to update the feedback literature review conducted by Balcazar, Hopkins, and Suarez in 1985. The current review identified 68 applications of feedback from 43 studies in applied organizational settings. Each application was categorized by: feedback effectiveness, combinations of other interventions with feedback, and essential characteristics of feedback. The results of our review support some findings of the previous review: (a) feedback does not uniformly improve performance, and (b) the addition of other procedures tends to improve the consistency of feedback effects. Our review also suggests that more useful and practical information would come from assessing the functional mechanisms of feedback. The implications of these findings and suggestions for future research are discussed.

An Objective Review of the Effectiveness and Essential Characteristics of Performance Feedback in Organizational Settings (1985-1998)

Behavior-analytic approaches to occupational safety are often effective for improving safety in organizations, and have been successful in a wide variety of settings. The effects of these safety processes are thought to arise primarily from the behavioral observation process and the delivery of feedback. Typically, supervisors or employee observers involved in behavioral safety implementations conduct observations. The present study was an attempt to assess the effects of conducting observations on an observer's safety performance. An ABC multiple baseline counterbalanced across two sets of behaviors was conducted in a simulated office. The target behaviors involved knee and back positions during lifts; back, shoulder, and feet positions while sitting; neck and wrist positions while typing; and neck position during phone use. Substantial improvements in safety performance occurred after participants conducted observations on a videotape of a confederate's performance. The possible behavioral functions responsible for this change, and the implications of these findings for applied settings, are discussed.

/pdf/the-effects-of-conducting-behavioral-observations-on-the-pkibt73f44.pdf

The effects of conducting behavioral observations on the behavior of the observer

This article compares traditional industrial-organizational psychology (I-O) research published in Journal of Applied Psychology (JAP) with organizational behavior management (OBM) research published in Journal of Organizational Behavior Management (JOBM). The purpose of this comparison was to identify similarities and differences with respect to research topics and methodologies, and to offer suggestions for what OBM researchers and practitioners can learn from I-O. Articles published in JAP from 1987–1997 were reviewed and compared to articles published during the same decade in JOBM (Nolan, Jarema, & Austin, 1999). This comparison includes (a) author characteristics, (b) authors published in both journals, (c) topics addressed, (d) type of article, and (e) research characteristics and methodologies. Among the conclusions are: (a) the primary relative strength of OBM is its practical significance, demonstrated by the proportion of research addressing applied issues; (b) the greatest strength of...

/pdf/industrial-organizational-psychology-and-organizational-26a408tq98.pdf

Industrial-Organizational Psychology and Organizational Behavior Management: An Objective Comparison

A reversal (ABABAB) design was used to assess the effects of a verbal prompt on safety belt use of restaurant patrons. A verbal prompt delivered by employees at the exit door resulted in an average increase of 20 percent in safety belt use by drivers leaving the restaurant. A previous study provided this type of antecedent immediately before supermarket patrons entered their vehicles. This effort demonstrates the effects of a verbal prompt with greater latency between the prompt and target response.

Alicia M. Alvero

Papers

An Objective Review of the Effectiveness and Essential Characteristics of Performance Feedback in Organizational Settings (1985-1998)

The effects of conducting behavioral observations on the behavior of the observer

Industrial-Organizational Psychology and Organizational Behavior Management: An Objective Comparison

Prompting patron safety belt use at a restaurant