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Revista Brasileira de Educação Médica
Print version ISSN 0100-5502
ZEFERINO, Angélica Maria Bicudo; DOMINGUES, Rosângela Curvo Leite and AMARAL, Eliana. Feedback as a teaching/learning strategy in medical education. Rev. bras. educ. med. [online]. 2007, vol.31, n.2, pp. 176-179. ISSN 0100-5502. http://dx.doi.org/10.1590/S0100-55022007000200009.
Give feedback to the students is an important aspect in the learning process and an essential role of the teachers. In the context of medical education, feedback refers to information describing the students' performance in a given situation or activity. The ability on giving and receiving feedback improves learning outcomes since it provides a basis for self-directed learning and critical thinking, helps the student correct errors, reinforces desirable attitudes and shows the student how he can improve. Despite the patent lack of feedback throughout the medical course, students greatly desire and value this constructive tool and consider it as an important aspect of qualit y teaching. Effective feedback should be assertive, delivered with respect, descriptive, timely and linked to specific observed behaviors. Both faculty and students should be offered proper training in order to enhance their ability to give and receive feedback. Program directors should value the role of feedback as an essential teaching/learning strategy for the undergraduate curriculum.
Keywords : Feedback; Teaching; Learning; Aptitude.