How to Provide Authentic Feedback in Medical Education (IAMSE Manuals)

Contents
Chapter 1: Overview of Feedback and Impact on Learners
	1.1 Authentic Feedback
	1.2 Situation- Learner-Feedback
	1.3 Authentic Feedback Process and Model
		1.3.1 Zone of Proximal Development Application to Feedback
		1.3.2 Dreyfus Model Process
		1.3.3 Movement from Passive to Active Learner
	1.4 Roles in the Authentic Feedback Process
		1.4.1 Adapting Feedback to the Learner
		1.4.2 Novice
		1.4.3 Advanced Beginner
		1.4.4 Competent
		1.4.5 Proficient
		1.4.6 Expert
	1.5 Adapting Feedback to the Type of Learning Situation and Setting
	1.6 Conclusion
	1.7 Key Points
	1.8 Structure of the Manual
	References
Chapter 2: The Dreyfus Model in Action
	2.1 Introduction
	2.2 Adapting Feedback to the Learner
		2.2.1 Novice
		2.2.2 Advanced Beginner
		2.2.3 Competent
		2.2.4 Proficient
		2.2.5 Expert
	2.3 Conclusion
	2.4 Key Points
	References
Chapter 3: Feedback as Formative Practice
	3.1 Adapting Feedback to the Type of Learning Situation and Setting
	3.2 Classroom/One on One Setting
		3.2.1 Evidence Collection in the Classroom/One on One Setting
		3.2.2 Gap Analysis
	3.3 Feedback in Small Group Learning Sessions
		3.3.1 Introduction
		3.3.2 Structure of the PBL Session
		3.3.3 Facilitator Evaluation at the End of each PBL Session
		3.3.4 Facilitator Assessment of Student Progress (FASP) Form
		3.3.5 Individual Feedback with Each Learner, Conducted by Faculty
	3.4 Conclusion
	3.5 Standardized Patient Centers/Simulation Lab
	3.6 Clinical Settings
	3.7 Conclusion
	3.8 Key Points
	References
Chapter 4: Feedback on Multiple Choice Assessments
	4.1 Introduction to Multiple Choice Assessments and Feedback
	4.2 Written Assessments
		4.2.1 Purpose
		4.2.2 Item Format
		4.2.3 Multiple-Choice Questions (MCQ)
	4.3 Test Design and Psychometrics
		4.3.1 Test Blueprints
		4.3.2 Test Scores
		4.3.3 Test and Item Performance
		4.3.4 Summary Reports as Student Feedback
	4.4 Feedback on Written Examinations
		4.4.1 Metacognition
			4.4.1.1 Transfer
		4.4.2 Norm-Referenced (Comparative) Feedback
		4.4.3 Criterion-Referenced (Individualized) Feedback
			4.4.3.1 Strengths and Weaknesses: Content
			4.4.3.2 Strengths and Weaknesses: Context
	4.5 Conclusion
	4.6 Key Points
	References
Chapter 5: Feedback for Clinical Skills in Medical Education
	5.1 Clinical Skills Feedback
		5.1.1 Key Elements of Effective Feedback in the Clinical Setting
		5.1.2 Appreciative Advising
	5.2 Feedback in the Clinical Setting
		5.2.1 Formative Feedback
		5.2.2 End of Rotation/Summative Evaluation
	5.3 Key Points
	References
Chapter 6: Two-Way Communication: The Course and Educator Evaluation Process
	6.1 Goals of Student Evaluation of Course and Faculty/Preceptor
	6.2 Two-Way Communication: Student Preparation for Providing Feedback
	6.3 Evaluation Overview
	6.4 Creating the Evaluation
	6.5 Interpretation of Data
	6.6 Making Meaning of Evaluation Results
	6.7 Evaluation as a 360 Degree Review Process
	6.8 Conclusion
	6.9 Key Points
	References