Cognition, Culture, and Credibility: Deconstructing feedback in medical education

Lecture by: Chris Watling, MD, PhD

In order to improve the educational experiences for our medical learners, it is first necessary to better understand how learning occurs as a process of participation in the social and cultural contexts of medicine. Through this socio-cultural lens, Dr. Watling explains how and why feedback influences learning and how medicine’s professional culture shapes its educational practices. As such, viewers will better understand their learners’ experiences and be more equipped to emphasize effective educating strategies.

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Lecture Slides (PDF)

co-sponsored by the office of gme

 

Dr. Chris Watling received his MD cum laude from Dalhousie University in 1990, and then completed residency training in neurology at Western University in London, Canada in 1995. After a fellowship at the University of Texas M.D. Anderson Cancer Centre in Houston, Chris practiced general community neurology in Sudbury, Ontario. He returned to London in 2000 to join the faculty of Western’s Schulich School of Medicine and Dentistry. 

Dr. Watling is Associate Dean for Postgraduate Medical Education, Scientist at the Centre for Education Research and Innovation, and Associate Professor in the Departments of Clinical Neurological Sciences, Oncology, and Family Medicine. He received a Masters in Medical Education 2009 from the University of Dundee (2009), and a PhD in Health Professions Education from Maastricht University (2014). His research, which has been widely published in the medical education literature, explores how and why feedback influences learning, and how medicine’s professional culture shapes its educational practices.