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dc.contributor.authorMattick, K
dc.contributor.authorBrennan, Nicola
dc.contributor.authorBriscoe, S
dc.contributor.authorPapoutsi, C
dc.contributor.authorPearson, M
dc.date.accessioned2018-11-26T12:45:49Z
dc.date.issued2019-04
dc.identifier.issn0308-0110
dc.identifier.issn1365-2923
dc.identifier.urihttp://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.extent355-368
dc.format.mediumPrint-Electronic
dc.languageen
dc.language.isoen
dc.publisherWiley
dc.subjectDelivery of Health Care
dc.subjectFeedback
dc.subjectHealth Personnel
dc.subjectHumans
dc.subjectLearning
dc.titleOptimising feedback for early career professionals: a scoping review and new framework
dc.typejournal-article
dc.typeJournal Article
dc.typeReview
plymouth.author-urlhttps://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000461884000009&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=11bb513d99f797142bcfeffcc58ea008
plymouth.issue4
plymouth.volume53
plymouth.publication-statusPublished
plymouth.journalMedical Education
dc.identifier.doi10.1111/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.placeEngland
dcterms.dateAccepted2018-11-19
dc.rights.embargodate2020-3-2
dc.identifier.eissn1365-2923
dc.rights.embargoperiodNot known
rioxxterms.versionofrecord10.1111/medu.13794
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserved
rioxxterms.licenseref.startdate2019-04
rioxxterms.typeJournal Article/Review


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