Receiving feedback: becoming an actor in your professional development
Feedback is a key learning tool in medical education, but it is often perceived as unsatisfactory by learners. While it was long seen as a simple transfer of information, it is now recognized as an interactive process in which the learner plays an active role. To fully benefit from feedback, learner...
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| Vydané v: | Revue médicale suisse Ročník 21; číslo 924; s. 1328 |
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| Hlavní autori: | , , , |
| Médium: | Journal Article |
| Jazyk: | French |
| Vydavateľské údaje: |
Switzerland
25.06.2025
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| Predmet: | |
| ISSN: | 1660-9379 |
| On-line prístup: | Zistit podrobnosti o prístupe |
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| Shrnutí: | Feedback is a key learning tool in medical education, but it is often perceived as unsatisfactory by learners. While it was long seen as a simple transfer of information, it is now recognized as an interactive process in which the learner plays an active role. To fully benefit from feedback, learners must understand its value and potential for their professional development and adopt a proactive approach to the exchange. This involves developing key skills such as managing emotions, analyzing content, and creating a learning plan. Supervisors, in turn, must provide high-quality feedback, support learners in this process, and foster a learning-conducive environment. |
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| Bibliografia: | ObjectType-Article-2 SourceType-Scholarly Journals-1 ObjectType-Feature-1 content type line 23 |
| ISSN: | 1660-9379 |
| DOI: | 10.53738/REVMED.2025.21.924.47375 |