한국임상약학회지 (Korean Journal of Clinical Pharmacy)

  • 제27권2호
  • /
  • Pages.55-62
  • /
  • 2017
  • /
  • 1226-6051(pISSN)
  • /
  • 2508-786X(eISSN)
한국임상약학회 (Korean College Of Clinical Pharmacy)
권호 표지
DOI QR코드

DOI QR Code

약학 실무실습교육에서의 효과적인 피드백

Providing Effective Feedback within Pharmacy Practice Education

  • 투고 : 2017.04.13
  • 심사 : 2017.05.08
  • 발행 : 2017.06.30
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

Experiential education is a core curriculum of pharmacy education. In experiential education, formative feedback is an integral component of learning and teaching process. Feedback is defined as information provided by a preceptor regarding student's performance based on direct observation. With effective feedback, students can have opportunities to reinforce or correct behaviors and to acquire knowledge or skills. Students highly value and appreciate feedback. They rank provision of effective feedback as one of the most important qualities of preceptors. Preceptors, however, lack an understanding of feedback or practical skills necessary for providing effective feedback. As a result in reality, the feedback provided to students can be differentially effective in improving students' learning. This article describes a theoretical understanding of feedback including definition and value, as well as types of feedback. In addition, practical aspects in providing feedback, such as contents, timing, techniques, and models, are addressed. By understanding the value of feedback and mastering various feedback skills, preceptors will promote students' learning and enhance educational outcomes of experiential education.

키워드

참고문헌

  1. Hatti J, Timperley H. The power of feedback. Rev Educ Res 2007;77:81-112. https://doi.org/10.3102/003465430298487
  2. Shute VJ. Focus on formative feedback. Rev Educ Res 2008;78:153-89. https://doi.org/10.3102/0034654307313795
  3. van de Ridder JMM, Stokking KM, McGaghi WC, et al. What is feedback in clinical education? Med Educ 2008;42:189-97. https://doi.org/10.1111/j.1365-2923.2007.02973.x
  4. Clynes MP, Raftery SEC. Feedback: An essential element of student learning in clinical practice. Nurs Edu Prac 2008;8:405-11. https://doi.org/10.1016/j.nepr.2008.02.003
  5. Liasion Committee on Medical Education (LCME). Functions and Structure of Medical School: Standards of Accreditation of Medical Education Programs leading to the MD degree. Available from https://med.virginia.edu/ume-curriculum/wp-content/uploads/sites/216/2016/07/2017-18_Functions-and-Structure_2016-03-24.pdf. Accessed Jan 3, 2017.
  6. Rowntree D. Assessing student: How shall we know them? 2nd ed. VA: Stylus Publishing Inc; 1987.
  7. Schultz KW, Kirby J, Delva D, et al. Medical students' and residents' preferred site characteristics and preceptor behaviours for learning in the ambulatory setting: a cross-sectional survey. BMC Med Educ 2004;4:12. https://doi.org/10.1186/1472-6920-4-12
  8. Bienstock JL, Katz NT, Cox SM, et al. To the point: medical education reviews-providing feedback. Am J Ob Gynecol 2007;196:508-13. https://doi.org/10.1016/j.ajog.2006.08.021
  9. Watling C, Driessen E, Vleuten CPM vander, Lingard L. Learning from clinical work: the roles of learning cues and credibility judgements. Med Educ 2012;46:192-200. https://doi.org/10.1111/j.1365-2923.2011.04126.x
  10. Watling C, Kenyon C, Zibrowski E, et al. Rules of engagement: residents' perceptions of the in-training evaluation process. Acad Med 2008;83(10 Suppl):S97-100. https://doi.org/10.1097/ACM.0b013e318183e78c
  11. Schartel SA. Giving feedback-An integral part of education. Best Prac Res Cl Anaesthesiol 2012;26:77-87.
  12. Sox CM, Dell M, Phillipi CA, et al. Feedback on oral presenations during pediatric clerkships: a randomized controlled trial. Pediatrics 2014;134:965-71. https://doi.org/10.1542/peds.2014-1209
  13. Black P, William D. In praise of educational research: formative assessment. Br Educ Res J 2003;29:623-37. https://doi.org/10.1080/0141192032000133721
  14. Shavelson RJ, Young DB, Ayala CC, et al. On the impact of curriculum-embedded formative assessment on learning: a collaboration between curriculum and assessment developers. Appl Meas Edu 2008;21:295-314. https://doi.org/10.1080/08957340802347647
  15. Chi E. Developing and validating the scale of teachers' feedback practice for formative aseessment-Application of the Rasch model-. J Edu Eval 2010;23:79-100.
  16. Bloom BS, Hasting JT, Madaus GF. (Eds). Handbook on the formative and summative evaluation of student learning. New York: McGraw Hill; 1971.
  17. Yang SH, Kwon JS, Cho YJ, et al. The actual state and perception of medical school students and residents on clinical clerkship feedback. Kor J Fam Pract 2012;2:233-40.
  18. Moreno R. Decreasing cognitive load for novice students: Effects of explanatory versus corrective feedback in discovery-based multimedia. Instr Sci 2004;32:99-113. https://doi.org/10.1023/B:TRUC.0000021811.66966.1d
  19. Holmwood CB. The gentle art of feedback. Aust Fam Physician 1993;22:1811-3.
  20. Sachdeva AK. Use of effective feedback to facilitate adult learning. J Cancer Educ 1996;11:106-18.
  21. Westberg J, Hillard J. Fostering reflection and providing feedback: Helping others learn from experiences. 1st ed. New York: Springer Publishing Company; 2001.
  22. Ende J. Feedback in clinical medical education. JAMA 1983;250:777-81. https://doi.org/10.1001/jama.1983.03340060055026
  23. Nicole DJ, Macfarane-Dick D. Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Stud High Edu 2006;31:199-218. https://doi.org/10.1080/03075070600572090
  24. Lock EA, Latham GP. Goal setting: A motivational technique that works. Englewood Cliffs, NJ: Lawrence Erlbaum; 1984.
  25. Cantillon P, Sargeant J. Giving feedback in clinical settings. BMJ 2008;337:1292-94.
  26. Bell B, Cowie B. The characteristics of formative assessment in science education. Sci Ed 2001;85:536-53. https://doi.org/10.1002/sce.1022
  27. Clynes M. An exploratory study of preceptors views and experiences of providing feedback on clinical performance to post-registration student nurses (sick children's nursing). Unpublished Masters Thesis, University Dublin.
  28. Kulik JA, Kulik CC. Timing of feedback and verbal learning. Rev Educ Res 1988;58:79-97. https://doi.org/10.3102/00346543058001079
  29. Schmidt RA, Bjork RA. New conceptualizations of practice: Common principles in three paradigms suggest new concepts for training. Psychol Sci 1992;3:207-17. https://doi.org/10.1111/j.1467-9280.1992.tb00029.x
  30. Schmidt RA, Young DE, Swinnen S, et al. Summary knowledge of results for skill acquisition: Support for the guidance hypothesis. J Exp Psychol Learn Mem Cogn 1989;15:352-59. https://doi.org/10.1037/0278-7393.15.2.352
  31. Gynor P. The effect of feedback delay on retention of computer-based mathematical material. J Comput-Base Instr 1981;8:28-34.
  32. Roper WJ. Feedback in computer-assisted instruction. Program Learn Educ T 1977;14:43-9. https://doi.org/10.1080/1355800770140107
  33. Young, P. I might as well give up: self-esteem and mature students feelings about feedback on assignments. J Furth High Educ 2010;24:409-18.
  34. Lefroy J. Watling C. Teunissen PW, et al. Guidelines: the do's don'ts and don't knows of feedback for clinical education. Perspect Med Educ 2015;4:284-99. https://doi.org/10.1007/s40037-015-0231-7
  35. Kluger AN, DeNisi A. The effects of feedback interventions on performance: a historical review, a meta-anlysis, and a preliminary feedback intervention theory. Psychol Bul 1996;119:254-84. https://doi.org/10.1037/0033-2909.119.2.254
  36. Doty RE. Getting started as a pharmacy preceptor. American Pharmacists Association. Washington DC. 2011 In :The Importance of feedback and evaluation.
  37. Eva KW, Armson H, Holmboe E, et al. Factors influencing responsiveness to feedback: on the interplay between fear, confidence, and reasoning processes. Adv Health Sci Educ Theory Pract 2012;17:15-26. https://doi.org/10.1007/s10459-011-9290-7
  38. Dohrenwend A. Serving up the feedback sandwich. Fam Pract Manag 2002;9:43-6.
  39. Pendleton D, Schofield T, Tate P, et al. The new consultation developing doctor-patient communication. Oxford: Oxford University Press;2003.