Twelve tips for developing feedback literacy in health professions learners.

Tripodi, N; Feehan, J; Wospil, R; Vaughan, B

Twelve tips for developing feedback literacy in health professions learners.

Tripodi, N Feehan, J Wospil, R Vaughan, B

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Publisher:: TAYLOR & FRANCIS LTD
Publication Type:: Journal Article
Citation:: Medical teacher, 2020, pp. 1-6
Issue Date:: 2020-11

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Field	Value	Language
dc.contributor.author	Tripodi, N
dc.contributor.author	Feehan, J
dc.contributor.author	Wospil, R
dc.contributor.author	Vaughan, B https://orcid.org/0000-0002-8623-4558
dc.date.accessioned	2021-02-08T03:22:18Z
dc.date.available	2021-02-08T03:22:18Z
dc.date.issued	2020-11
dc.identifier.citation	Medical teacher, 2020, pp. 1-6
dc.identifier.issn	0142-159X
dc.identifier.issn	1466-187X
dc.identifier.uri	http://hdl.handle.net/10453/145928
dc.description.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.
dc.format	Print-Electronic
dc.language	eng
dc.publisher	TAYLOR & FRANCIS LTD
dc.relation.ispartof	Medical teacher
dc.relation.isbasedon	10.1080/0142159x.2020.1839035
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1301 Education Systems, 1302 Curriculum and Pedagogy, 1303 Specialist Studies in Education
dc.subject.classification	Medical Informatics
dc.title	Twelve tips for developing feedback literacy in health professions learners.
dc.type	Journal Article
utslib.location.activity	England
utslib.for	1301 Education Systems
utslib.for	1302 Curriculum and Pedagogy
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney/Faculty of Health/Public Health
pubs.organisational-group	/University of Technology Sydney
utslib.copyright.status	closed_access	*
dc.date.updated	2021-02-08T03:21:51Z
pubs.publication-status	Published

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.

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http://hdl.handle.net/10453/145928