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We gratefully acknowledge Dr. Mary-Elizabeth Patti (Joslin Diabetes Center) for her critical feedback in preparation of this manuscript.
Students who chose to participate may have done so for personal reasons like obtaining feedback in preparation for subsequent exams.
HIQ participants appeared to engage cognitive resources to support more efficient strategies (planning during feedback in preparation for the upcoming response) which resulted in faster responses and less need for response inhibition and conflict resolution.
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For example, greater caudate activity in High IQ participants could reflect the formulation of response strategies during feedback evaluation in preparation for the next trial.
Training in a simulation environment, with real-life IDR scenarios including conflicting situations, and workplace-based feedback in the preparation and feedback phases, appears to be effective to train leadership behaviour.
Also we thank Dr. Jenny Brine, Subject Librarian at Lancaster University UK, for her help in developing search strategies for this protocol; and Dr. Nancy Preston for providing useful feedback in the preparation of the protocol.
The pre-publication history for this paper can be accessed here: http://www.biomedcentral.com/1471-2318/11/52/prepub We thank Dr. Stephen O'Connor, Dr. Erik van Rossum, and Ottilia Rohrer, RN, for their valuable feedback in the preparation of this manuscript.
Some students used the feedback sheets as self-assessment tools in preparation for their exams.
For senior medical students pursuing careers in surgery, specific technical feedback is critical for developing foundational skills in preparation for residency.
This examination provides feedback to the resident and program director and assesses their progress in preparation for their end of training examination.
In general, activation during feedback evaluation should therefore reflect cognitive processes that support planning of a response strategy in preparation for the ensuing trial.
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