Description
Feedback convention (dogma?) suggests that it should be given immediately.
This episode examines that premise. Via an elegant experiment, the authors examine the effect of feedback on learning and the optimal timing of feedback. Spoiler alert: it’s an experiment, so you’ll need to squint/stretch to see how/if the findings change your teaching practice.
Episode host Jonathan Sherbino
Episode article
Ryan, A., Judd, T., Swanson, D., Larsen, D. P., Elliott, S., Tzanetos, K., & Kulasegaram, K. (2020). Beyond right or wrong: More effective feedback for formative multiple-choice tests. Perspectives on medical education, 9(5), 307–313. https://doi.org/10.1007/s40037-020-00606-z
Visit the episode webpage for notes and links
Hosts: Lara Varpio, Jason Frank, Jonathan Sherbino, Linda Snell
Technical Producer: Samuel Lundberg
Executive Producer: Teresa Sörö
Production of Unit for teaching and learning at Karolinska Institutet
57 In this episode, we talk about curriculum renewal from a different angle:
What happens to the educator’s identity when major reform is undertaken? What happens to that identity when content expertise is only part of what is now required?
Episode host: Lara Varpio
You find the episode notes...
Published 06/18/24
#56 This episode contributes to the understanding of medical education's complex organizational structures. The hosts are discussing different ways of looking at it, and is it all in the name? Or perhaps on what they do?
Episode host: Linda Snell
You find the episode notes on the...
Published 06/11/24