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Meaningful Feedback in Medical Education: Challenging the “Failure to Fail” Using Narrative Methodology

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Notes

  1. We should clarify that we are speaking of narratives within medicine, which is distinct from the practice of narrative medicine (for a review on narrative medicine, we refer the reader to work by Charon and colleagues [6]).

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Acknowledgements

The authors would like to acknowledge the thoughtful, constructive feedback provided by the anonymous reviewers of this manuscript. These reviewers exemplify the importance of meaningful feedback in all aspects of academia.

Disclosures

On behalf of all authors, the corresponding author states that there is no conflict of interest.

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Authors and Affiliations

  1. McMaster University, Hamilton, ON, Canada

    Meghan M. McConnell, Sheila Harms & Karen Saperson

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  1. Meghan M. McConnell
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  2. Sheila Harms
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  3. Karen Saperson
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Correspondence to Meghan M. McConnell.

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McConnell, M.M., Harms, S. & Saperson, K. Meaningful Feedback in Medical Education: Challenging the “Failure to Fail” Using Narrative Methodology. Acad Psychiatry 40, 377–379 (2016). https://doi.org/10.1007/s40596-015-0370-5

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  • DOI: https://doi.org/10.1007/s40596-015-0370-5

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