Improving the content of feedback.
BACKGROUND
Feedback, although an important element of skills teaching, is not well regarded by students. This lack of regard may be perpetuated by the differing expectations of tutors and learners, by the weakness of the process and by the apparent irrelevance of its content to learners. We contend that the content of feedback is critical, and has previously been neglected.


BACKGROUND
We describe a concept for a tutor support tool (a glossary of strategies for improvement) that any group responsible for skills development within an institution can develop in-house and disseminate to improve the content of the feedback given to its learners.


METHODS
All institutions have skills assessment criteria that represent what students are expected to achieve. Conversely, they can also identify the likely range of deficiencies in students' skills, which can therefore be used as a template for identifying a core set of strategies for improvement. The strategies can be quickly developed by a group of experienced tutors, and then shared with all tutors and students. By monitoring the feedback provided to learners, potential new strategies or revisions of existing strategies can be identified. If these new strategies are considered useful they can be included in updates. In this way the collective wisdom of the school's tutors can be captured and shared.


CONCLUSIONS
We suggest that this approach has the potential to increase congruence between the taught and assessed curriculum. If it is shared with students it may reduce the gap between the hidden and published curriculum. We encourage others to experiment with this approach.
Keele University School of Medicine, Staffordshire, UK. r.k.mckinley@hfac.keele.ac.uk
Robert K
RK
McKinley
Valerie
V
Williams
Catherine
C
Stephenson
D002983:Clinical Competence; D003142:Communication; D003258:Consumer Behavior; D003479:Curriculum; D004504:Education, Medical, Undergraduate / Q000379:methods*; D005180:Faculty, Medical; D030141:Feedback, Psychological; D006801:Humans; D007858:Learning; D017145:Models, Educational; D011361:Professional Competence; D013337:Students, Medical / Q000523:psychology*; D013338:Students, Nursing / Q000523:psychology*; D013663:Teaching / Q000379:methods*