Understanding constructive feedback: a commitment between teachers and students for academic and professional development.
This review highlights the need in the Pakistani medical education system for teachers and students to be able to: define constructive feedback; provide constructive feedback; identify standards for constructive feedback; identify a suitable model for the provision of constructive feedback and evaluate the use of constructive feedback. For the purpose of literature review we had defined the key word glossary as: feedback, constructive feedback, teaching constructive feedback, models for feedback, models for constructive feedback and giving and receiving feedback. The data bases for the search include: Medline (EBSCO), Web of Knowledge, SCOPUS, TRIP, ScienceDirect, Pubmed, U.K. Pubmed Central, ZETOC, University of Dundee Library catalogue, SCIRUS (Elsevier) and Google Scholar. This article states that the Pakistani medical schools do not reflect on or use the benefits of the constructive feedback process. The discussion about constructive feedback suggests that in the context of Pakistan, constructive feedback will facilitate the teaching and learning activities.
Hamid
Yasir
Y
Centre for Medical Education, University of Dundee, Scotland, UK.
Mahmood
Sajid
S
D004501:Education, Medical; D005180:Faculty, Medical; D005246:Feedback; D006801:Humans; D007721:Knowledge of Results, Psychological; D007858:Learning; D017145:Models, Educational; D012577:Schools, Medical; D013192:Staff Development; D013337:Students, Medical; D013663:Teaching