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Med Teach. 2018 Feb 7:1-7. doi: 10.1080/0142159X.2018.1432850. [Epub ahead of print]

Twelve tips to promote a feedback culture with a growth mind-set: Swinging the feedback pendulum from recipes to relationships.

Author information

1
a Department of Medicine , Brigham and Women's Hospital, Harvard Medical School , Boston , MA , USA.
2
b Department of Educational Development and Research, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences , Maastricht University , Maastricht , the Netherlands.
3
c Department of Medicine , University of Toronto , Toronto , Canada.
4
d Wilson Centre for Research in Education, Faculty of Medicine , University of Toronto , Toronto , Canada.

Abstract

Feedback in medical education has traditionally showcased techniques and skills of giving feedback, and models used in staff development have focused on feedback providers (teachers) not receivers (learners). More recent definitions have questioned this approach, arguing that the impact of feedback lies in learner acceptance and assimilation of feedback with improvement in practice and professional growth. Over the last decade, research findings have emphasized that feedback conversations are complex interpersonal interactions influenced by a multitude of sociocultural factors. However, feedback culture is a concept that is challenging to define, thus strategies to enhance culture are difficult to pin down. In this twelve tips paper, we have attempted to define elements that constitute a feedback culture from four different perspectives and describe distinct strategies that can be used to foster a learning culture with a growth mind-set.

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