Feedback sandwiches affect perceptions but not performance

Jay Parkes; Sara Abercrombie; Teresita McCarty

doi:10.1007/s10459-012-9377-9

Feedback sandwiches affect perceptions but not performance

Jay Parkes, Sara Abercrombie, Teresita McCarty

Research output: Contribution to journal › Article › peer-review

48 Scopus citations

Abstract

The feedback sandwich technique-make positive comments; provide critique; end with positive comments-is commonly recommended to feedback givers despite scant evidence of its efficacy. These two studies (N = 20; N = 350) of written peer feedback with third-year medical students on clinical patient note-writing assignments indicate that students think feedback sandwiches positively impact subsequent performance when there is no evidence that they do. The effort necessary to produce feedback sandwiches and students' unwarranted confidence in their performance impact have implications for teaching about how to give feedback.

Original language	English (US)
Pages (from-to)	397-407
Number of pages	11
Journal	Advances in Health Sciences Education
Volume	18
Issue number	3
DOIs	https://doi.org/10.1007/s10459-012-9377-9
State	Published - Aug 2013
Externally published	Yes

Keywords

Academic performance
Compliments
Effective feedback
Feedback sandwich
Praise
Student perceptions

ASJC Scopus subject areas

Education

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10.1007/s10459-012-9377-9

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title = "Feedback sandwiches affect perceptions but not performance",

abstract = "The feedback sandwich technique-make positive comments; provide critique; end with positive comments-is commonly recommended to feedback givers despite scant evidence of its efficacy. These two studies (N = 20; N = 350) of written peer feedback with third-year medical students on clinical patient note-writing assignments indicate that students think feedback sandwiches positively impact subsequent performance when there is no evidence that they do. The effort necessary to produce feedback sandwiches and students' unwarranted confidence in their performance impact have implications for teaching about how to give feedback.",

keywords = "Academic performance, Compliments, Effective feedback, Feedback sandwich, Praise, Student perceptions",

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AU - Abercrombie, Sara

AU - McCarty, Teresita

N1 - Funding Information: Acknowledgments This project was funded (in part) by a National Board of Medical Examiners® (NBME®) Edward J. Stemmler, MD Medical Education Research Fund grant. The project does not necessarily reflect NBME policy, and NBME support provides no official endorsement.

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N2 - The feedback sandwich technique-make positive comments; provide critique; end with positive comments-is commonly recommended to feedback givers despite scant evidence of its efficacy. These two studies (N = 20; N = 350) of written peer feedback with third-year medical students on clinical patient note-writing assignments indicate that students think feedback sandwiches positively impact subsequent performance when there is no evidence that they do. The effort necessary to produce feedback sandwiches and students' unwarranted confidence in their performance impact have implications for teaching about how to give feedback.

AB - The feedback sandwich technique-make positive comments; provide critique; end with positive comments-is commonly recommended to feedback givers despite scant evidence of its efficacy. These two studies (N = 20; N = 350) of written peer feedback with third-year medical students on clinical patient note-writing assignments indicate that students think feedback sandwiches positively impact subsequent performance when there is no evidence that they do. The effort necessary to produce feedback sandwiches and students' unwarranted confidence in their performance impact have implications for teaching about how to give feedback.

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Feedback sandwiches affect perceptions but not performance

Abstract

Keywords

ASJC Scopus subject areas

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