MANUSCRIPT: Improving Participant Feedback to Continuing Medical Education Presenters in Internal Medicine: A Mixed Methods Study
Evaluation and feedback are uniquely different: evaluation is summative and involves judgment, whereas feedback is formative and specifically intended to improve effectiveness.7,8 It is understood that useful feedback is provided in a timely fashion, behavior-specific, and balanced with both positive and constructive elements.7 Behavior-specific feedback is important because, unlike vague or judgmental comments, it identifies tangible actions for learners to improve upon. Feedback that is balanced (e.g., containing both positive and constructive elements) is particularly useful for poor performers, because it makes the overall feedback more acceptable, thus allowing learners to reflect more comfortably on the constructive feedback component. Reflection on feedback is important, because it has been observed that reflection is the critical link between receiving and using assessment feedback.2 Unfortunately, the feedback provided to CME presenters often lacks mention of specific behaviors, thus providing presenters with no means for improvement.
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Written by Brian S McGowan, PhD
Dr. McGowan has served in leadership positions in numerous medical educational organizations and commercial supporters and is a Fellow of the Alliance (FACEhp). He founded the Outcomes Standardization Project, launched and hosted the Alliance Podcast, and most recently launched and hosts the JCEHP Emerging Best Practices in CPD podcast. In 2012 he Co-Founded ArcheMedX, Inc, a healthcare informatics and e-learning company to apply his research in practice.
