Feedback Sandwiches Affect Perceptions but Not Performance

Autor/inn/en	Parkes, Jay; Abercrombie, Sara; McCarty, Teresita
Titel	Feedback Sandwiches Affect Perceptions but Not Performance
Quelle	In: Advances in Health Sciences Education, 18 (2013) 3, S.397-407 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-012-9377-9
Schlagwörter	Medical Students; Feedback (Response); Positive Reinforcement; Criticism; Evidence; Medical Education; Patients; Assignments; Notetaking + Suchen Sie Ihr Suchwort? Kritik; Evidenz; Medizinische Ausbildung; Patient; Assignment; Auftrag; Zuweisung
Abstract	The feedback sandwich technique-make positive comments; provide critique; end with positive comments-is commonly recommended to feedback givers despite scant evidence of its efficacy. These two studies (N = 20; N = 350) of written peer feedback with third-year medical students on clinical patient note-writing assignments indicate that students think feedback sandwiches positively impact subsequent performance when there is no evidence that they do. The effort necessary to produce feedback sandwiches and students' unwarranted confidence in their performance impact have implications for teaching about how to give feedback. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10