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Acad Med. 2019 Jul 30. doi: 10.1097/ACM.0000000000002932. [Epub ahead of print]

Learning Conversations: An Analysis of Their Theoretical Roots and Their Manifestations of Feedback and Debriefing in Medical Education.

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1
W. Tavares is assistant professor and scientist at both The Wilson Centre and the Post-MD Education Office, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada, and scientist at Paramedic and Senior Services, Community Health Services Department, the Regional Municipality of York, Newmarket, Ontario, Canada. ORCID: http://orcid.org/0000-0001-8267-9448. W. Eppich is associate professor of pediatrics-emergency medicine and medical education, Northwestern University Feinberg School of Medicine, Chicago, Illinois. A. Cheng is associate professor of pediatrics, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada. S. Miller is associate professor of emergency medicine and medical education, Department of Emergency Medicine, and assistant dean, undergraduate medical education, Faculty of Medicine, Dalhousie University, Halifax, Nova Scotia, Canada. P.W. Teunissen is professor, School of Health Professions Education, Maastricht University, Maastricht, the Netherlands, and maternal fetal medicine specialist, VU University Medical Center, Amsterdam, the Netherlands. C.J. Watling is professor, Departments of Clinical Neurological Sciences and Oncology, Schulich School of Medicine and Dentistry, University of Western Ontario, London, Ontario, Canada. J. Sargeant is professor, Continuing Professional Development Program and Division of Medical Education, Faculty of Medicine, Dalhousie University, Halifax, Nova Scotia, Canada.

Abstract

Feedback and debriefing are experience-informed dialogues upon which experiential models of learning often depend. Efforts to understand each have largely been independent of each other, thus splitting them into potentially problematic factions. Given their shared purpose of improving future performance, the authors asked whether efforts to understand these dialogues are, for theoretical and pragmatic reasons, best advanced by keeping these concepts unique, or whether some unifying conceptual framework could better support educational contributions and advancements in medical education.

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