Feedback

Publications by CHES Members on Feedback:

• Exploring the value of structured narrative feedback within the Serious Illness Conversation-Evaluation Exercise (SIC-Ex): a qualitative analysis

  Ko J, des Ordons AR, Ballard M, Shenkier T, Simon JE, Fyles G, Lefresne S, Hawley P, Chen C, McKenzie M, Sanders J. Exploring the value of structured narrative feedback within the Serious Illness Conversation-Evaluation Exercise (SIC-Ex): a qualitative analysis. BMJ open. 2024 Jan 1;14(1):e078385.

• When Feedback is Not Perceived as Feedback: Challenges for Regulatory Body-Mandated Peer Review

  LaDonna KA, Cowley L, Ananny L, Regehr G, Eva KW. When Feedback is Not Perceived as Feedback: Challenges for Regulatory Body–Mandated Peer Review. Academic Medicine. 2023 Nov 1;98(11S):S72-8.

• Goal co-construction and dialogue in an internal medicine longitudinal coaching programme

  Farrell L, Cuncic C, Hartford W, Hatala R, Ajjawi R. Goal co‐construction and dialogue in an internal medicine longitudinal coaching programme. Medical Education. 2023 Mar;57(3):265-271.

• The Case for Feedback-in-Practice as a Topic of Educational Scholarship

  Cianciolo AT, Regehr G. The Case for Feedback-in-Practice as a Topic of Educational Scholarship. Academic Medicine. 2022 Oct 11:10-1097.

• Upward Feedback: Exploring Learner Perspectives on Giving Feedback to their Teachers

  Wisener K, Hart K, Driessen E, Cuncic C, Veerapen K, Eva K. Upward Feedback: Exploring Learner Perspectives on Giving Feedback to their Teachers. Perspectives on Medical Education. 2023;2(1):99.

• Only When They Seek: Exploring Supervisor and Resident Perspectives and Positions on Upward Feedback

  Ramani S, Lee-Krueger RC, des Ordons AR, Trier J, Armson H, Könings KD, Lockyer JM. Only when they seek: exploring supervisor and resident perspectives and positions on upward feedback. Journal of Continuing Education in the Health Professions. 2022 Oct 1;42(4):249-55.

• A qualitative study of medical students’ perceptions of resident feedback

  Wong SN, Luo C, MacDonald G, Hatala R. A qualitative study of medical students’ perceptions of resident feedback. Medical Education. 2022 Oct;56(10):994-1001.

• Development of and Preliminary Validity Evidence for the EFeCT Feedback Scoring Tool

  Ross S, Hamza D, Zulla R, Stasiuk S, Nichols D. Development of and Preliminary Validity Evidence for the EFeCT Feedback Scoring Tool. Journal of Graduate Medical Education. 2022 Feb;14(1):71-79.

• Informing the research agenda for optimizing audit and feedback interventions: results of a prioritization exercise

  Colquhoun HL, Carroll K, Eva KW, Grimshaw JM, Ivers N, Michie S, Brehaut JC. Informing the research agenda for optimizing audit and feedback interventions: results of a prioritization exercise. BMC medical research methodology. 2021 Dec;21(1):1-8.

• Competency-Based Education Frameworks Across Canadian Health Professions and Implications for Multisource Feedback

  John MS, Tong B, Li E, Wilbur K. Competency-Based Education Frameworks Across Canadian Health Professions and Implications for Multisource Feedback. Journal of Allied Health. 2020 Feb 27;49(1):1E-11E.

• Comparing effects of two higher intensity feedback interventions with simple feedback on improving staff communication in nursing homes-the INFORM cluster-randomized controlled trial

  Hoben M, Ginsburg LR, Easterbrook A, Norton PG, Anderson RA, Andersen EA, Boström AM, Cranley LA, Lanham HJ, Weeks LE, Cummings GG. Comparing effects of two higher intensity feedback interventions with simple feedback on improving staff communication in nursing homes—the INFORM cluster-randomized controlled trial. Implementation Science. 2020 Dec;15(1):1-16.

• Necessary but not sufficient: identifying conditions for effective feedback during internal medicine residents’ clinical education

  MacNeil K, Cuncic C, Voyer S, Butler D, Hatala R. Necessary but not sufficient: identifying conditions for effective feedback during internal medicine residents’ clinical education. Advances in Health Sciences Education. 2020 Aug;25(3):641-654.

• The nature of learning from simulation: Now I know it, now I’ll do it, I’ll work on that

  Shariff F, Hatala R, Regehr G. The nature of learning from simulation: Now I know it, now I’ll do it, I’ll work on that. Medical Education. 2020 Jul;54(7):652-659.

• A view from the sender side of feedback: anticipated receptivity to clinical feedback when changing prior physicians’ clinical decisions-a mixed methods study

  Bowen JL, Boscardin CK, Chiovaro J, Ten Cate O, Regehr G, Irby DM, O’Brien BC. A view from the sender side of feedback: anticipated receptivity to clinical feedback when changing prior physicians’ clinical decisions—a mixed methods study. Advances in Health Sciences Education. 2020 May;25(2):263-282.

• Learning After the Simulation Is Over: The Role of Simulation in Supporting Ongoing Self-Regulated Learning in Practice

  Shariff F, Hatala R, Regehr G. Learning after the simulation is over: The role of simulation in supporting ongoing self-regulated learning in practice. Academic Medicine. 2020 Apr 1;95(4):523-526.

• Reflections From the Rearview Mirror: Internal Medicine Physicians’ Reactions to Clinical Feedback After Transitions of Responsibility.

  Bowen JL, Ilgen JS, Regehr G, Ten Cate O, Irby DM, O’Brien BC. Reflections from the rearview mirror: internal medicine physicians’ reactions to clinical feedback after transitions of responsibility. Academic Medicine. 2019 Dec 1;94(12):1953-1960.

• Remote assessment via video evaluation (RAVVE): a pilot study to trial video-enabled peer feedback on clinical performance.

  Ho K, Yao C, Novak Lauscher H, Koehler BE, Shojania K, Jamal S, Collins D, Kherani R, Meneilly G, Eva K. Remote assessment via video evaluation (RAVVE): a pilot study to trial video-enabled peer feedback on clinical performance. BMC medical education. 2019 Dec;19(1):1-9.

• Your Goals, My Goals, Our Goals: The Complexity of Coconstructing Goals with Learners in Medical Education.

  Farrell L, Bourgeois-Law G, Buydens S, Regehr G. Your goals, my goals, our goals: the complexity of coconstructing goals with learners in medical education. Teaching and Learning in Medicine. 2019 Aug 8;31(4):370-377.

• When I say… feedback.

  Ajjawi R, Regehr G. When I say… feedback. Medical Education. 2019 Jul;53(7):652-654.

• Advancing the literature on designing audit and feedback interventions: identifying theory-informed hypotheses

  Colquhoun HL, Carroll K, Eva KW, Grimshaw JM, Ivers N, Michie S, Sales A, Brehaut JC. Advancing the literature on designing audit and feedback interventions: identifying theory-informed hypotheses. Implementation Science. 2017 Dec;12(1):1-10.

• A randomised trial of the influence of racial stereotype bias on examiners’ scores, feedback and recollections in undergraduate clinical exams

  Yeates P, Woolf K, Benbow E, Davies B, Boohan M, Eva K. A randomised trial of the influence of racial stereotype bias on examiners’ scores, feedback and recollections in undergraduate clinical exams. BMC medicine. 2017 Dec;15(1):1-11.

• Staging a performance: learners’ perceptions about direct observation during residency

  LaDonna KA, Hatala R, Lingard L, Voyer S, Watling C. Staging a performance: learners’ perceptions about direct observation during residency. Medical education. 2017 May;51(5):498-510.

• Reporting and design elements of audit and feedback interventions: a secondary review

  Colquhoun H, Michie S, Sales A, Ivers N, Grimshaw JM, Carroll K, Chalifoux M, Eva K, Brehaut J. Reporting and design elements of audit and feedback interventions: a secondary review. BMJ quality & safety. 2017 Jan 1;26(1):54-60.

• Investigating conditions for meaningful feedback in the context of an evidence-based feedback programme

  Voyer S, Cuncic C, Butler DL, MacNeil K, Watling C, Hatala R. Investigating conditions for meaningful feedback in the context of an evidence‐based feedback programme. Medical Education. 2016 Sep;50(9):943-954.

• Feedback and the educational alliance: examining credibility judgements and their consequences

  Telio S, Regehr G, Ajjawi R. Feedback and the educational alliance: examining credibility judgements and their consequences. Medical Education. 2016 Sep;50(9):933-942.

• Perceptions of Peer-to-Peer Interprofessional Feedback Among Students in the Health Professions

  van Schaik SM, Regehr G, Eva KW, Irby DM, O’Sullivan PS. Perceptions of peer-to-peer interprofessional feedback among students in the health professions. Academic Medicine. 2016 Jun 1;91(6):807-812.

• An autoethnographic exploration of the use of goal oriented feedback to enhance brief clinical teaching encounters

  Farrell L, Bourgeois-Law G, Ajjawi R, Regehr G. An autoethnographic exploration of the use of goal oriented feedback to enhance brief clinical teaching encounters. Advances in Health Sciences Education. 2017 Mar;22(1):91-104.

• Meaningful Feedback in Medical Education: Challenging the “Failure to Fail” Using Narrative Methodology

  McConnell MM, Harms S, Saperson K. Meaningful feedback in medical education: challenging the “failure to fail” using narrative methodology. Academic Psychiatry. 2016 Apr;40(2):377-379.

• Does source matter? Nurses’ and Physicians’ perceptions of interprofessional feedback

  van Schaik SM, O’Sullivan PS, Eva KW, Irby DM, Regehr G. Does source matter? Nurses’ and physicians’ perceptions of interprofessional feedback. Medical education. 2016 Feb;50(2):181-188.

• Coaching Surgeons: Is Culture Limiting Our Ability to Improve?

  Mutabdzic D, Mylopoulos M, Murnaghan ML, Patel P, Zilbert N, Seemann N, Regehr G, Moulton CA. Coaching surgeons: is culture limiting our ability to improve? Annals of surgery. 2015 Aug 1;262(2):213-216.

• The “educational alliance” as a framework for reconceptualizing feedback in medical education

  Telio S, Ajjawi R, Regehr G. The “educational alliance” as a framework for reconceptualizing feedback in medical education. Academic Medicine. 2015 May 1;90(5):609-614.

• The teacher-student partnership: exploring the giving and receiving of feedback

  Rodriguez T, Liu YA, Veerapen K. The teacher–student partnership: exploring the giving and receiving of feedback. Medical education. 2015 May;49(5):536-537.

• Debriefing and feedback: two sides of the same coin?

  Voyer S, Hatala R. Debriefing and feedback: two sides of the same coin? Simulation in Healthcare. 2015 Apr 1;10(2):67-68.

• Feedback for simulation-based procedural skills training: a meta-analysis and critical narrative synthesis

  Hatala R, Cook DA, Zendejas B, Hamstra SJ, Brydges R. Feedback for simulation-based procedural skills training: a meta-analysis and critical narrative synthesis. Advances in Health Sciences Education. 2014 May;19(2):251-272.

• A systematic review of the use of theory in randomized controlled trials of audit and feedback

  Colquhoun HL, Brehaut JC, Sales A, Ivers N, Grimshaw J, Michie S, Carroll K, Chalifoux M, Eva KW. A systematic review of the use of theory in randomized controlled trials of audit and feedback. Implementation Science. 2013 Dec;8(1):1-8.

• Effective feedback for maintenance of competence: from data delivery to trusting dialogues

  Eva KW, Regehr G. Effective feedback for maintenance of competence: from data delivery to trusting dialogues. CMAJ. 2013 Apr 2;185(6):463-464.

• Student perceptions of assessment and feedback in longitudinal integrated clerkships

  Bates J, Konkin J, Suddards C, Dobson S, Pratt D. Student perceptions of assessment and feedback in longitudinal integrated clerkships. Medical education. 2013 Apr;47(4):362-374.

• Remote hands-on interactive medical education: video feedback for medical students

  Ho K, Gingerich A, Shen N, Voyer S, Weerasinghe C, Snadden D. Remote hands-on interactive medical education: video feedback for medical students. Medical Education. 2011 May 1;45(5):522-523.

• Feedback: much more than a tool

  Voyer S, Pratt DD. Feedback: much more than a tool. Medical Education-Oxford. 2011 Sep 1;45(9):862.

• Tensions in informed self-assessment: how the desire for feedback and reticence to collect and use it can conflict

  Mann K, van der Vleuten C, Eva K, Armson H, Chesluk B, Dornan T, Holmboe E, Lockyer J, Loney E, Sargeant J. Tensions in informed self-assessment: how the desire for feedback and reticence to collect and use it can conflict. Academic Medicine. 2011 Sep 1;86(9):1120-1127.