Feedback and Evaluation
Keith Baker, MD, PhD
Information Coming Soon
The HMS Academy Interest Group on Feedback and Evaluation has the following goals and objectives: (1) highlight the formative and summative means of providing feedback to medical students, residents and fellows regarding their performance in didactic settings, including lectures, seminars, small group tutorials, and in their clinical performance in rotations.; (2) highlight the formative and summative means of providing faculty peer feedback in the teaching roles in lectures, seminars, small group tutorials and in clinical rotations; (3) define the ways in which feedback and evaluation may be delivered, received and elicited in didactic and clinical settings; (4) provide local and national evidence-based instruments that may be used as guidelines in the formulation of feedback and evaluation; (5) make the instruments for feedback and evaluation available to the HMS community on the Interest Groups’ webpage; (6) provide an annotated bibliography of the best research and review papers on feedback and evaluation to the HMS community; (7) develop local teaching modules at HMS teaching hospital and mini-symposia for the HMS community on the best practices of feedback and evaluation of students, residents, fellows and faculty; (8) Provide the HMS community with an online module for students, residents, fellows and faculty for understanding and fostering giving, receiving and eliciting feedback; (9) coordinate with other HMS Academy Interest Groups that have relevance to feedback and evaluation, such as the group on Critical Thinking; Residents as Teachers and Peer Observation; (10) Facilitate the incorporation of effective means of feedback and evaluation in the New Curriculum Reform at HMS.
9/30/2015 Meeting: Agenda
4/11/2014 Meeting: Agenda
HMS Psychiatry Clerkship Student Case Presentation Evaluation Form
HMS Psychiatry Clerkship Mid-Rotation Feedback Form
Measure developed for the psychiatry residents to rate their own competency using Cognitive Behavioral Therapy
Web-based Resident Evaluation General Form
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Baker, Keith. "A Paradigm shift in GME: Evidence and Principles from Cognitive Science Will Bring Change to How we Teach and Learn." 2009. Determining Resident Clinical Performance: Getting Beyond the Noise. Anaesthesiologist.2011.115:1-1
Bing-You, RG. Paterson, J. "Feedback Falling on Deaf Ears: Residents' Receptivity to Feedback Tempered by Sender Credibility." Med Teach 1997;19:40-4.
Blackwell, L., Trzesniewski, K., and Dweck, C.S. 2007. Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention. Child Development 78 (1): 246-263.
Brosvic, Gary M. "Acquisition and Retention of Esperanto: The Case for Error Correction and Immediate Feedback." The Psychological Record. 2006;56.
Cavalcanti, Rodrigo., Detsky, Allan. The Education and Training of Future Physicians: Why Coaches Can't Be Judges. JAMA. 2011. 306;9.
Dweck, Carol S., Mueller, Claudia M. "Praise for Intelligence Can Undermine Children's Motivation and Performance." Journal of Personality and Social Psychology. 1998, Vol. 75, No. 1, 33-52.
Ende, Jack. Feedback in Clinical Medical Education. JAMA. 1983;250:777–81.
Fidler H. Lockyer JM, Toews J, Vilato C. "Changing physicians' practices: the effect of individual feedback." Acad Med. 1999;74:14.
Goldman, Stuart. "The Educational Kanban: Promoting Effective Self-Directed Adult Learning in Medical Education." Academic Medicine. 2009;84:7.
Grant, H., & Dweck, C. S. (2003). Clarifying achievement goals and their impact. Journal of Personality and Social Psychology, 85, 541-553.
Hong, Y., Chiu, C., Dweck, C. S., Lin, D. M. and Wan, W. (1999). Implicit theories, attributions, and coping: A meaning system approach. Journal of Personality and Social Psychology, 77, 588-599.
Kamins, M., & Dweck, C. S. (1999). Person vs. process praise and criticism: Implications for contingent self-worth and coping. Developmental Psychology, 35, 835–847.
Kluger, Avraham N. DeNisi, Angelo. "The Effects of Feedback Interventions on Performance: A Historical Review, a Meta-Analysis, and a Preliminary Feedback Intervention Theory." Psychological Bulletin. 1996, Vol. 119, No. 2, 254-284.
Kogan, Jennifer R.; Holmboe, Eric S.; Hauer, Kristin R. "Skills of Medical Trainees: A Systematic Review: Tools for Direct Observation and Assessment of Clinical." JAMA. 2009;302(12):1316-1326
Mangels, J. A., Butterfield, B., Lamb, J., Good, C. D., & Dweck, C. S. (2006). Why do beliefs about intelligence influence learning success? A social cognitive neuroscience model. Social Cognitive and Affective Neuroscience (SCAN).
Mann, Karen. Tensions in Informed Self-Assessment: How the Desire for Feedback and Reticence to Collect and Use It Can Conflict. American Medicine. 2011. 86;9.
Milan, Felise B. "How am I doing?" Teaching medical students to elicit feedback during their clerkships. 2011. Medical Teacher. Vol 33; No 11. Pp 904-910.
Mueller, C.M., & Dweck, C.S. (1998). Intelligence praise can undermine motivation and performance. Journal of Personality and Social Psychology, 75, 33-52.
Molden, D.C., Plaks, J.E., & Dweck, C.S. (2006). “Meaningful” social inferences: Effects of implicit theories on inferential processes. Journal of Experimental Social Psychology, 42, 738-752.
Plaks, J.E, Grant, H., & Dweck, C.S. (2005). Violations of implicit theories and the sense of prediction and control: Implications for motivated person perception. Journal of Personality and Social Psychology, 88, 245-262.
Norcini JJ. "Peer assessment of competence." Med Educ 2003;37:539-43.
Ramani, Subha B. (2012). Twelve tips for giving feedback effectively in the clinical environment. Medical Teacher, 1:5.
Ramsey PG, Wenrich MD, Carline JD, Inui TS, Larson EB, LoGerfo JP. "Use of peer ratings to evaluate physician performance." JAMA 1993;269:1655-60.
Walker AG, Smither JW."A Five-Year Study of Upward Feedback: What Managers Do with their results matters." Personnell Psychol. 1999;52:393-423.
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