Professionals' adaptive expertise and adaptive performance in educational and workplace settings: an overview of reviews.

Professionals will increasingly be confronted with new insights and changes. This raises questions as to what kind of expertise professionals need, and how development of this expertise can be influenced within the contexts of both education and work. The terms adaptive expertise and adaptive performance are well-known concepts in the domains of education and Human Resource Development respectively.

Factors influencing trainers' feedback-giving behavior: a cross-sectional survey.

Background: The literature provides some insight into the role of feedback givers, but little information about within-trainer factors influencing 'feedback-giving behaviours'. We looked for relationships between characteristics of feedback givers (self-efficacy, task perception, neuroticism, extraversion, agreeableness and conscientiousness) and elements of observation and feedback (frequency, quality of content and consequential impact).

Methods: We developed and tested several hypotheses regarding the characteristics and elements in a cross-sectional digital survey among GP trainers and their trainees in 2011 and 2012.

Reflection as a component of formative assessment appears to be instrumental in promoting the use of feedback; an observational study.

Background: Although the literature suggests that reflection has a positive impact on learning, there is a paucity of evidence to support this notion.

Aim: We investigated feedback and reflection in relation to the likelihood that feedback will be used to inform action plans. We hypothesised that feedback and reflection present a cumulative sequence (i.