Optimising feedback for early career professionals: a scoping review and new framework
dc.contributor.author | Mattick, K | |
dc.contributor.author | Brennan, Nicola | |
dc.contributor.author | Briscoe, S | |
dc.contributor.author | Papoutsi, C | |
dc.contributor.author | Pearson, M | |
dc.date.accessioned | 2018-11-26T12:45:49Z | |
dc.date.issued | 2019-04 | |
dc.identifier.issn | 0308-0110 | |
dc.identifier.issn | 1365-2923 | |
dc.identifier.uri | http://hdl.handle.net/10026.1/12889 | |
dc.description.abstract |
<jats:sec><jats:title>Context</jats:title><jats:p>Meta‐analyses have shown that feedback can be a powerful intervention to increase learning and performance but there is significant variability in impact. New trials are adding little to the question of whether feedback interventions are effective, so the focus now is how to optimise the effect. Early career professionals (<jats:styled-content style="fixed-case">ECP</jats:styled-content>s) in busy work environments are a particularly important target group. This literature review aimed to synthesise information to support the optimal design of feedback interventions for <jats:styled-content style="fixed-case">ECP</jats:styled-content>s.</jats:p></jats:sec><jats:sec><jats:title>Methods</jats:title><jats:p>We undertook a scoping literature review, using search terms such as ‘feedback’ and ‘effectiveness’ in <jats:styled-content style="fixed-case">MEDLINE, MEDLINE</jats:styled-content>‐In‐Process, Psyc<jats:styled-content style="fixed-case">INFO</jats:styled-content>,<jats:styled-content style="fixed-case"> CINAHL</jats:styled-content>, Education Research Complete, <jats:styled-content style="fixed-case">Education Resources Information Center,</jats:styled-content> the Cochrane Database of Systematic Reviews, the Social Sciences Citation Index and <jats:styled-content style="fixed-case">Applied Social Sciences Index and Abstracts</jats:styled-content>, to identify empirical studies describing feedback interventions in busy workplaces published in English since 1990. We applied inclusion criteria to identify studies for the mapping stage and extracted key data to inform the next stage. We then selected a subset of papers for the framework development stage, which were subjected to a thematic synthesis by three authors, leading to a new feedback framework and a modified version of feedback intervention theory specifically for <jats:styled-content style="fixed-case">ECP</jats:styled-content>s.</jats:p></jats:sec><jats:sec><jats:title>Results</jats:title><jats:p>A total of 80 studies were included in the mapping stage, with roughly equal studies from hospital settings and school classrooms, and 17 papers were included in the framework development stage. The feedback framework comprised three main categories (audit, feedback and goal setting) and 22 subcategories. The review highlighted the limited empirical research focusing solely on feedback for <jats:styled-content style="fixed-case">ECP</jats:styled-content>s, which was surprising given the particular nuances in feedback for <jats:styled-content style="fixed-case">ECP</jats:styled-content>s identified through this study.</jats:p></jats:sec><jats:sec><jats:title>Conclusions</jats:title><jats:p>We offer the feedback framework to optimise the design of future feedback interventions for early career professionals and encourage future feedback research to move away from generic models and tailor work to specific target audiences.</jats:p></jats:sec> | |
dc.format.extent | 355-368 | |
dc.format.medium | Print-Electronic | |
dc.language | en | |
dc.language.iso | en | |
dc.publisher | Wiley | |
dc.subject | Delivery of Health Care | |
dc.subject | Feedback | |
dc.subject | Health Personnel | |
dc.subject | Humans | |
dc.subject | Learning | |
dc.title | Optimising feedback for early career professionals: a scoping review and new framework | |
dc.type | journal-article | |
dc.type | Journal Article | |
dc.type | Review | |
plymouth.author-url | https://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000461884000009&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=11bb513d99f797142bcfeffcc58ea008 | |
plymouth.issue | 4 | |
plymouth.volume | 53 | |
plymouth.publication-status | Published | |
plymouth.journal | Medical Education | |
dc.identifier.doi | 10.1111/medu.13794 | |
plymouth.organisational-group | /Plymouth | |
plymouth.organisational-group | /Plymouth/Faculty of Health | |
plymouth.organisational-group | /Plymouth/Faculty of Health/Peninsula Medical School | |
plymouth.organisational-group | /Plymouth/REF 2021 Researchers by UoA | |
plymouth.organisational-group | /Plymouth/REF 2021 Researchers by UoA/UoA23 Education | |
plymouth.organisational-group | /Plymouth/Users by role | |
plymouth.organisational-group | /Plymouth/Users by role/Academics | |
dc.publisher.place | England | |
dcterms.dateAccepted | 2018-11-19 | |
dc.rights.embargodate | 2020-3-2 | |
dc.identifier.eissn | 1365-2923 | |
dc.rights.embargoperiod | Not known | |
rioxxterms.versionofrecord | 10.1111/medu.13794 | |
rioxxterms.licenseref.uri | http://www.rioxx.net/licenses/all-rights-reserved | |
rioxxterms.licenseref.startdate | 2019-04 | |
rioxxterms.type | Journal Article/Review |