Constructive feedback is an important aspect of medical education to help students improve performance in cognitive and clinical skills assessments. However, for students to appropriately act on feedback, they must recognize quality feedback and have the opportunity to practice giving, receiving, and acting on feedback. We incorporated feedback literacy into a case-based concept mapping small group-learning course. Student groups engaged in peer review of group-constructed concept maps and provided written peer feedback. Faculty also provided written feedback on group concept maps and used a simple rubric to assess the quality of peer feedback. Groups were provided feedback on a weekly basis providing an opportunity for timely improvement. Precourse and postcourse evaluations along with peer-review feedback assessment scores were used to show improvement in both group and individual student feedback quality. Feedback quality was compared to a control student cohort that engaged in the identical course without implementing peer review or feedback assessment. Student feedback quality was significantly improved with feedback training compared to the control cohort. Furthermore, our analysis shows that this skill transferred to the quality of student feedback on course evaluations. Feedback training using a simple rubric along with opportunities to act on feedback greatly enhanced student feedback quality.

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提高学生反馈质量：使用同行评议和反馈规则的简单模型

建设性的反馈是医学教育的重要方面，可以帮助学生提高认知和临床技能评估的表现。但是，要让学生适当地对反馈采取行动，他们必须认识到质量反馈，并有机会对反馈进行练习，给予和接受并采取行动。我们将反馈素养纳入了基于案例的概念映射小组学习课程。学生团体参与小组构造的概念图的同行评审，并提供书面的同行反馈。学院还提供有关小组概念图的书面反馈，并使用简单的评注法评估同peer反馈的质量。每周向各小组提供反馈，为及时改善提供了机会。课前和课后评估以及同peer审查反馈评估分数用于显示小组和个人学生反馈质量的提高。将反馈质量与参加同一课程而不进行同行评议或反馈评估的对照组学生进行比较。与对照组相比，通过反馈培训，学生的反馈质量得到了显着改善。此外，我们的分析表明，该技能已转移到学生对课程评估的反馈质量上。使用简单的标题进行反馈培训以及对反馈采取行动的机会大大提高了学生的反馈质量。将反馈质量与参加同一课程而不进行同行评议或反馈评估的对照组学生进行比较。与对照组相比，通过反馈培训，学生的反馈质量得到了显着改善。此外，我们的分析表明，该技能已转移到学生对课程评估的反馈质量上。使用简单的标题进行反馈培训以及对反馈采取行动的机会大大提高了学生的反馈质量。将反馈质量与参加同一课程而不进行同行评议或反馈评估的对照组学生进行比较。与对照组相比，通过反馈培训，学生的反馈质量得到了显着改善。此外，我们的分析表明，该技能已转移到学生对课程评估的反馈质量上。使用简单的标题进行反馈培训以及对反馈采取行动的机会大大提高了学生的反馈质量。