Giving and Receiving Feedback in Psychiatric Education

doi:10.1017/9781009053938.013

Chapter 12 - Giving and Receiving Feedback in Psychiatric Education

from Section 3 - Feedback, Assessment and Supervision

Published online by Cambridge University Press: 24 November 2022

Nick Brown

Edited by

Sarah Huline-Dickens and

Patricia Casey

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Sarah Huline-Dickens: Affiliation:
Mount Gould Hospital, Plymouth
Patricia Casey: Affiliation:
Hermitage Medical Clinic, Dublin

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Summary

Medical education has changed considerably from models based mainly on knowledge acquisition and duration of training towards the achievement of predefined learning outcomes (Krackov and Pohl 2011). In such a competency-based approach to education effective feedback has become an integral and important constituent of teaching and learning.

In the learning process, feedback is a process of sharing observations, concerns and suggestions with another person. Feedback helps to maximize learning and development by raising an individual’s awareness of their areas of strength and relative weakness or need as well as outlining the actions required to improve performance.

Detailed and prompt feedback coupled with clear opportunities to improve enables individuals to achieve previously agreed milestones such as curriculum outcomes (Krackov and Pohl 2011) or continuing professional development (CPD) objectives.

Information

Type: Chapter
Information: Clinical Topics in Teaching Psychiatry
A Guide for Clinicians
, pp. 135 - 148

DOI: https://doi.org/10.1017/9781009053938.013 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2022

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