Effect of face-to-face verbal feedback compared with no or alternative feedback on the objective workplace task performance of health professionals: A systematic review and meta-analysis

BMJ Open

Volumn 10, Issue 3, 2020, Pages

  Johnson, Christina Elizabeth ^a,b   Weerasuria, Mihiri P ^c   Keating, Jennifer L ^a  

^a MONASH UNIVERSITY   (Australia)

^b UNIVERSITY OF MELBOURNE   (Australia)

^c SOUTHERN HEALTH   (Australia)

Author keywords

feedback; formative feedback; health professions education; medical education training

Indexed keywords

ADULT; CINAHL; CONSTRUCTIVE FEEDBACK; DATA EXTRACTION; EMBASE; FEMALE; HUMAN; HUMAN EXPERIMENT; MALE; MEDICAL EDUCATION; MEDLINE; META ANALYSIS; OCCUPATION; PREDICTION; PSYCINFO; PUBLICATION BIAS; RANDOMIZED CONTROLLED TRIAL (TOPIC); REVIEW; SYSTEMATIC REVIEW; TASK PERFORMANCE; WORKPLACE; CLINICAL COMPETENCE; COMPARATIVE STUDY; HEALTH CARE PERSONNEL; JOB PERFORMANCE; PSYCHOLOGY; VERBAL BEHAVIOR;

CLINICAL COMPETENCE; FORMATIVE FEEDBACK; HEALTH PERSONNEL; HUMANS; TASK PERFORMANCE AND ANALYSIS; VERBAL BEHAVIOR; WORK PERFORMANCE;

EID: 85082495426     PISSN: None     EISSN: 20446055     Source Type: Journal    
DOI: 10.1136/bmjopen-2019-030672     Document Type: Review

References (73)

1. Morris C, Blaney D. Work-based learning. In: Swanwick T, ed. Understanding medical education: evidence, theory and practice. 2nd ed. Oxford: The Association for the study of Medical Education, 2014: 97-109.
2. Carraccio C, Englander R, Van Melle E, et al. Advancing competency-based medical education: A charter for clinician-educators. Acad Med 2016;91:645-9.
3. van der Vleuten CPM, Schuwirth LWT, Driessen EW, et al. A model for programmatic assessment fit for purpose. Med Teach 2012;34:205-14.
4. Holmboe ES. Realizing the promise of competency-based medical education. Acad Med 2015;90:411-3.
5. Kogan JR, Holmboe ES, Hauer KE. Tools for direct observation and assessment of clinical skills of medical trainees: A systematic review. JAMA 2009;302:1316-26.
6. Archer JC. State of the science in health professional education: effective feedback. Med Educ 2010;44:101-8.
7. Bing-You R, Hayes V, Varaklis K, et al. Feedback for learners in medical education: what is known A scoping review. Acad Med 2017;92:1346-54.
8. Johnson CE, Keating JL, Boud DJ, et al. Identifying educator behaviours for high quality verbal feedback in health professions education: literature review and expert refinement. BMC Med Educ 2016;16:96.
9. Watling CJ, Ginsburg S, Assessment GS. Assessment, feedback and the alchemy of learning. Med Educ 2019;53:76-85.
10. Locke EA, Latham GP. Building a practically useful theory of goal setting and task motivation. A 35-year odyssey. Am Psychol 2002;57:705-17.
11. Telio S, Ajjawi R, Regehr G. The "educational alliance" as a framework for reconceptualizing feedback in medical education. Acad Med 2015;90:609-14.
12. Ten Cate TJ, Kusurkar RA, Williams GC. How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE guide No. 59. Med Teach 2011;33:961-73.
13. Johnson CE, Keating JL, Farlie MK, et al. Educators' behaviours during feedback in authentic clinical practice settings: An observational study and systematic analysis. BMC Med Educ 2019;19:129.
14. Hattie J, Timperley H. The power of feedback. Rev Educ Res 2007;77:81-112.
15. Ericsson KA. Deliberate practice and acquisition of expert performance: A general overview. Acad Emerg Med 2008;15:988-94.
16. Molloy E, Boud D. Changing conceptions of feedback. In: Molloy E DB, ed. Feedback in higher and professional education. London: Routledge, 2013: 11-33.
17. Ende J. Feedback in clinical medical education. JAMA 1983;250:777-81.
18. Veloski J, Boex JR, Grasberger MJ, et al. Systematic review of the literature on assessment, feedback and physicians' clinical performance: BEME guide No. 7. Med Teach 2006;28:117-28.
19. Ivers N, Jamtvedt G, Flottorp S, et al. Audit and feedback: effects on professional practice and healthcare outcomes. Cochrane Database Syst Rev 2012:CD000259.
20. Moher D, Liberati A, Tetzlaff J, et al. Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. Ann Intern Med 2009;151:264-9.
21. Higgins JPT, Churchill R, Chandler J, et al. Cochrane Handbook for systematic reviews of interventions version 5. 2. 0 (updated June 2017), 2017. Available: www. Training. cochrane. org/ handbook
22. Sterne JAC, Savovi J, Page MJ, et al. Rob 2: A revised tool for assessing risk of bias in randomised trials. BMJ 2019;366:l4898.
23. Verhagen AP, de Vet HCW, de Bie RA, et al. The Delphi list. J Clin Epidemiol 1998;51:1235-41.
24. Sterne JAC, Sutton AJ, Ioannidis JPA, et al. Recommendations for examining and interpreting funnel plot asymmetry in meta-analyses of randomised controlled trials. BMJ 2011;343:d4002.
25. Sterne JAC, Egger M, Moher D, et al. Chapter 10: Addressing reporting biases. In: Higgins JPT, Churchill R, Chandler J, et al, eds. Cochrane Handbook for systematic reviews of interventions version 520 updated June 2017, 2017. www. Training. cochrane. org/ handbook
26. Riley RD, Higgins JPT, Deeks JJ. Interpretation of random effects meta-analyses. BMJ 2011;342:d549.
27. Higgins JPT, Green S. Cochrane Handbook for systematic reviews of interventions version 5. 1. 0, 2011. Available: www. handbook. cochrane. org [Accessed Mar 2011].
28. Schünemann HJ, Oxman AD, Vist GE, et al. Chapter 12: Interpreting results and drawing conclusions. In: Higgins JPT, Churchill R, Chandler J, et al, eds. Cochrane Handbook for systematic reviews of interventions version 520 (updated June 2017, 2017. www. Training. cochrane. org/ handbook
29. Grade guidelines Journal of clinical epidemiology series. Available: https://www. gradeworkinggroup. org/ 2020
30. Ahlborg L, Weurlander M, Hedman L, et al. Individualized feedback during simulated laparoscopic training:a mixed methods study. Int J Med Educ 2015;6:93-100.
31. Boyle E, O'Keeffe DA, Naughton PA, et al. The importance of expert feedback during endovascular simulator training. J Vasc Surg 2011;54:240-8.
32. Olms C, Jakstat HA, Haak R. The implementation of Elaborative feedback for qualitative improvement of shade Matching-A randomized study. J Esthet Restor Dent 2016;28:277-86.
33. Pavo N, Goliasch G, Nierscher FJ, et al. Short structured feedback training is equivalent to a mechanical feedback device in two-rescuer BLS: A randomised simulation study. Scand J Trauma Resusc Emerg Med 2016;24:70.
34. Bonrath EM, Dedy NJ, Gordon LE, et al. Comprehensive surgical coaching enhances surgical skill in the operating room: A randomized controlled trial. Ann Surg 2015;262:205-12.
35. Kroft J, Ordon M, Po L, et al. Preoperative practice paired with Instructor feedback may not improve obstetrics-gynecology residents' operative performance. J Grad Med Educ 2017;9:190-4.
36. Soucisse ML, Boulva K, Sideris L, et al. Video coaching as an efficient teaching method for surgical Residents-A randomized controlled trial. J Surg Educ 2017;74:365-71.
37. Xeroulis GJ, Park J, Moulton C-A, et al. Teaching suturing and knot-tying skills to medical students: A randomized controlled study comparing computer-based video instruction and (concurrent and summary) expert feedback. Surgery 2007;141:442-9.
38. O'Connor A, Schwaitzberg SD, Cao CGL. How much feedback is necessary for learning to suture Surg Endosc 2008;22:1614-9.
39. Skeff KM. Evaluation of a method for improving the teaching performance of attending physicians. Am J Med 1983;75:465-70.
40. Vafaei A, Heidari K, Hosseini M-A, et al. Role of feedback during evaluation in improving emergency medicine residents' skills; an experimental study. Emerg 2017;5:e28.
41. Guyatt G, Oxman AD, Sultan S, et al. Grade guidelines: 11. making an overall rating of confidence in effect estimates for a single outcome and for all outcomes. J Clin Epidemiol 2013;66:151-7.
42. Al-Jundi W, Elsharif M, Anderson M, et al. A Randomized Controlled Trial to Compare e-Feedback Versus "Standard" Face-to-Face Verbal Feedback to Improve the Acquisition of Procedural Skill. J Surg Educ 2017;74:390-7.
43. Baldwin LJL, Jones CM, Hulme J, et al. Use of the learning conversation improves instructor confidence in life support training: An open randomised controlled cross-over trial comparing teaching feedback mechanisms. Resuscitation 2015;96:199-207.
44. Boehler ML, Rogers DA, Schwind CJ, et al. An investigation of medical student reactions to feedback: A randomised controlled trial. Med Educ 2006;40:746-9.
45. Bosse HM, Mohr J, Buss B, et al. The benefit of repetitive skills training and frequency of expert feedback in the early acquisition of procedural skills. BMC Med Educ 2015;15:22.
46. Brinkman WB, Geraghty SR, Lanphear BP, et al. Effect of multisource feedback on resident communication skills and professionalism: A randomized controlled trial. Arch Pediatr Adolesc Med 2007;161:44-9.
47. DeLucenay AJ, Conn KM, Corigliano A. An evaluation of the impact of immediate compared to delayed feedback on the development of counselling skills in pharmacy students. Pharmacy Education 2017;17:322-8.
48. Lee JY, McDougall EM, Lineberry M, et al. Optimizing the timing of expert feedback during simulation-based spaced practice of endourologic skills. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 2016;11:257-63.
49. Ozcakar N, Mevsim V, Guldal D, et al. Is the use of videotape recording superior to verbal feedback alone in the teaching of clinical skills BMC Public Health 2009;9:474.
50. Strandbygaard J, Bjerrum F, Maagaard M, et al. Instructor feedback versus no instructor feedback on performance in a laparoscopic virtual reality simulator: A randomized trial. Ann Surg 2013;257:839-44.
51. van de Ridder JMM, Peters CMM, Stokking KM, et al. Framing of feedback impacts student's satisfaction, self-efficacy and performance. Adv Health Sci Educ Theory Pract 2015;20:803-16.
52. van de Ridder JMM, Berk FCJ, Stokking KM, et al. Feedback providers' credibility impacts students' satisfaction with feedback and delayed performance. Med Teach 2015;37:767-74.
53. Rogers DA, Boehler ML, Schwind CJ, et al. Engaging medical students in the feedback process. Am J Surg 2012;203:21-5.
54. Manzone J, Tremblay L, You-Ten KE, et al. Task-versus ego-oriented feedback delivered as numbers or comments during intubation training. Med Educ 2014;48:430-40.
55. Sox CM, Dell M, Phillipi CA, et al. Feedback on oral presentations during pediatric clerkships: A randomized controlled trial. Pediatrics 2014;134:965-71.
56. Backstein D, Agnidis Z, Sadhu R, et al. Effectiveness of repeated video feedback in the acquisition of a surgical technical skill. Can J Surg 2005;48:195-200.
57. Cohen J. Statistical power analysis for the behavioral sciences. Hillsdale, NJ: L. Erlbaum Associates, 1988.
58. Kluger AN, DeNisi A. The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychol Bull 1996;119:254-84.
59. Shute VJ. Focus on formative feedback. Rev Educ Res 2008;78:153-89.
60. Telio S, Regehr G, Ajjawi R. Feedback and the educational alliance: examining credibility judgements and their consequences. Med Educ 2016;50:933-42.
61. Bing-You RG, Paterson J, Levine MA. Feedback falling on deaf ears: residents' receptivity to feedback tempered by sender credibility. Med Teach 1997;19:40-4.
62. Sargeant J, Mann K, Sinclair D, et al. Challenges in multisource feedback: intended and unintended outcomes. Med Educ 2007;41:583-91.
63. 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.
64. Lake FR, Hamdorf JM. Teaching on the run tips 5: Teaching a skill. Med J Aust 2004;181:327-8.
65. Fitts PM, Posner MI, Performance H. Belmont Ca. Brooks/Cole, 1967.
66. Li Q, Ma E-L, Liu J, et al. Pre-training evaluation and feedback improve medical students' skills in basic life support. Med Teach 2011;33:e549-55.
67. Elliott SN. Educational psychology: effective teaching, effective learning. 3rd edn. Boston: McGraw-Hill, 2000.
68. Wadsworth BJ. Piaget's theory of cognitive and affective development: Foundations of constructivism. 5th edn. White Plains: Longman Publishing, 1996.
69. Sweller J, van Merrienboer JJG, Paas FGWC. Cognitive architecture and instructional design. Educ Psychol Rev 1998;10:251-96.
70. Kaufman DM, Mann KV. Teaching and learning in medical education: How theory can inform practice. In: Swanwick T, ed. Understanding medical education evidence, theory and practice. 2nd edn. Oxford: Wiley Blackwell, 2014: 7-29.
71. Deci EL, Ryan RM. The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychol Inq 2000;11:227-68.
72. Belfield C, Thomas H, Bullock A, et al. Measuring effectiveness for best evidence medical education: A discussion. Med Teach 2001;23:164-70.
73. Rudolph JW, Simon R, Dufresne RL, et al. Theres No Such Thing as "Nonjudgmental" Debriefing: A Theory and Method for Debriefing with Good Judgment. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 2006;1:49-55.