title: Feedback sandwiches affect perceptions but not performance.
abstract: The feedback sandwich technique-make positive comments; provide critique; end with positive comments-is commonly recommended to feedback givers despite scant evidence of its efficacy. These two studies (N = 20; N = 350) of written peer feedback with third-year medical students on clinical patient note-writing assignments indicate that students think feedback sandwiches positively impact subsequent performance when there is no evidence that they do. The effort necessary to produce feedback sandwiches and students' unwarranted confidence in their performance impact have implications for teaching about how to give feedback.
authors.affiliation: Educational Psychology Program, University of New Mexico, MSC05 3040, 1 University of New Mexico, Albuquerque, NM 87131-1246, USA. parkes@unm.edu
authors.forename: Jay
authors.initials: J
authors.lastname: Parkes
authors.forename: Sara
authors.initials: S
authors.lastname: Abercrombie
authors.forename: Teresita
authors.initials: T
authors.lastname: McCarty
mesh_terms: D001290:Attitude; D002983:Clinical Competence / Q000592:standards; D004501:Education, Medical / Q000379:methods*; D004521:Educational Measurement / Q000379:methods*; D005246:Feedback; D006801:Humans; D010380:Peer Review; D013337:Students, Medical / Q000523:psychology; D013663:Teaching / Q000379:methods