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Educación Médica

Print version ISSN 1575-1813


FORNELLS, J.M.; JULIA, X.; ARNAU, J.  and  MARTINEZ-CARRETERO, J.M.. Feedback in medical education. Educ. méd. [online]. 2008, vol.11, n.1, pp.7-12. ISSN 1575-1813.

The proposal of a learner-centered model and the development of strategies for learning to learn, intends that students are more reflective and more independent in their own learning process and that they become the protagonists of this process. It really tries to give the students the necessary elements so that they can selfmanage a process of permanent learning throughout their professional life, a crucial question in a context of constant evolution of the knowledge. The return of information on the process of learning, in agreement with preestablished objectives. Feedback presents/displays information and is nonjudgemental, unlike the evaluation. Feedback always is formative. Feedback is not an aim in itself, but an instrument that informs the student on its process of learning and facilitates the necessary changes. Structured and centered learning feedback is characterized by: student self reflection, centered in the learning person, previously prepared and a confident relationship between tutor and student.

Keywords : Feedback; Formative assessment; Self directed learning.

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