03426nam a22004815i 4500001001800000003000900018005001700027007001500044008004100059020001800100024003500118050001300153072001600166072001500182072002300197072001500220072001400235100008100249245015100330250001800481264006900499300004300568336002600611337002600637338003600663347002400699490003000723505028800753520137401041650002302415650002302438650002302461650002202484700007402506700007702580700007902657710003402736773002602770776003602796776003602832830003002868856004602898978-3-031-52921-4DE-He21320251030111440.0cr nn 008mamaa240223s2024    sz |    s    |||| 0|eng d  a97830315292147 a10.1007/978-3-031-52921-42doi 4aR735-845 7aJNU2bicssc 7aMB2bicssc 7aMED0240002bisacsh 7aJNU2thema 7aMB2thema1 aGerhardson, Ashley.eauthor.4aut4http://id.loc.gov/vocabulary/relators/aut10aHow to Provide Authentic Feedback in Medical Educationh[electronic resource] /cby Ashley Gerhardson, Jana Baker, Donald Sefcik, Naunihal Zaveri.  a1st ed. 2024. 1aCham :bSpringer Nature Switzerland :bImprint: Springer,c2024.  aVII, 61 p. 23 illus.bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda1 aIAMSE Manuals,x2673-93050 a1. Overview of Feedback and Impact on Learners -- 2. The Dreyfus Model in Action -- 3. Feedback as Formative Practice -- 4. Feedback on Written Evaluations -- 5. Feedback for Clinical Skills in Medical Education -- 6. Two-Way Communication-The Course and Educator Evaluation Process.  aThis manual provides a quick reference guide to assist educators in providing authentic feedback, how to address feedback in pre-clinical and clinical situations, and the benefits of two-way feedback in improving instruction. This manual is a collective effort between medical educators designed to ensure authentic feedback is structured for both the learner and the learning environment. This manual enables medical educators to move from theory to practical application in both the preclinical and clinical settings. Through theory, the practical application of authentic feedback becomes a concrete application rather than a profound concept. Educators gain knowledge regarding how theoretical concepts become a reality leading to student success and self-directed learning. The manual guides the educator through the various modalities in which feedback is required to drive student success, such as formative practice, learning environments, small group learning, multiple-choice assessments, and clinical settings. Finally, the manual ends with two-way communication and describes the steps medical educators can take to become reflective professionals. Supported by experienced and evidence-based recommendations, medical educators, administrators, and institutions are presented with checklists, strategies, and best practices for providing authentic feedback. 0aMedical education. 0aEducation, Higher.14aMedical Education.24aHigher Education.1 aBaker, Jana.eauthor.4aut4http://id.loc.gov/vocabulary/relators/aut1 aSefcik, Donald.eauthor.4aut4http://id.loc.gov/vocabulary/relators/aut1 aZaveri, Naunihal.eauthor.4aut4http://id.loc.gov/vocabulary/relators/aut2 aSpringerLink (Online service)0 tSpringer Nature eBook08iPrinted edition:z978303152920708iPrinted edition:z9783031529221 0aIAMSE Manuals,x2673-930540uhttps://doi.org/10.1007/978-3-031-52921-4