Round 1

Reviewer 1 Report

This review is providing very important information in which very useful for both instructor and leaner for the feed back session. For example, they provided and gathered many results and conditions of both sides  from leaner and instructor.

Author Response

This review is providing very important information in which very useful for both instructor and leaner for the feed back session. For example, they provided and gathered many results and conditions of both sides  from leaner and instructor.

AU: Thanks to the reviewer for the constructive feedback.

Reviewer 2 Report

This review explores the theory and practical use of feedback to help create an effective feedback exchange between instructors and learners in veterinary teaching institutions. It proposes a method for delivering scheduled feedback sessions to veterinary medical learners, different from 'on-the-go' feedback given during clinical encounters. Feedback is seen as essential for the development of veterinary medical learners, requiring both learners and instructors to receive training in order to deliver quality feedback which is seen as a powerful learning and teaching tool.

This interesting review of effective feedback in veterinary medicine provides a detailed, evidence-based study of the feedback procedure between trainee and trainer. It initially provides a body of theory that clarifies for the reader the concept of effective feedback and a literature review of its benefits, types of feedback, motivation to use it and the barriers to effective feedback. It details not only the parameters that affect its quality, but also a very extensive bibliographical reference.

The manuscript, in my opinion, is well structured and well written. I did not find any sentences to rewrite. The document is well understood.

The text is clearly written and the feedback concepts are presented in a clear and well structured way.

The vast majority of the references refer to the last five years of scientific publications, although older manuscripts are included which are referential in the subject matter.

A working methodology based on scientific evidence is provided. This methodology is very useful for the teaching staff in Veterinary Faculties as it allows a follow-up of the learning process and continuous improvement.

There is a lack of tools to improve the involvement of less enthusiastic instructors in the teaching activity.

The authors should refer to the competence assessment and quality assurance systems established in the EAEVE's European System for the Evaluation of Veterinary Education - ESEVT. This evaluation system has incorporated in its standard the closing of the learning assessment cycle and feedback is incorporated as an indispensable tool for continuous improvement in this system. Please refer to this in the article. Consult the standard at www.eaeve.com and include in the discussion if appropiate.

Figure 1 provides important information, but is an illustration that could be improved from an aesthetic point of view.

The conclusions provided in this publication are related to scientific evidence and therefore there is a coherence between the presentation of the scientific results and the conclusions provided. 

An assessment of ethical aspects is not required, as no animal experimentation is involved and no results of surveys on individuals involving personal data protected by law are presented.

Author Response

This review explores the theory and practical use of feedback to help create an effective feedback exchange between instructors and learners in veterinary teaching institutions. It proposes a method for delivering scheduled feedback sessions to veterinary medical learners, different from 'on-the-go' feedback given during clinical encounters. Feedback is seen as essential for the development of veterinary medical learners, requiring both learners and instructors to receive training in order to deliver quality feedback which is seen as a powerful learning and teaching tool.

AU: Thanks to the reviewer for the constructive feedback.

This interesting review of effective feedback in veterinary medicine provides a detailed, evidence-based study of the feedback procedure between trainee and trainer. It initially provides a body of theory that clarifies for the reader the concept of effective feedback and a literature review of its benefits, types of feedback, motivation to use it and the barriers to effective feedback. It details not only the parameters that affect its quality, but also a very extensive bibliographical reference.

AU: Thanks to the reviewer for the constructive feedback.

The manuscript, in my opinion, is well structured and well written. I did not find any sentences to rewrite. The document is well understood.

The text is clearly written and the feedback concepts are presented in a clear and well structured way.

The vast majority of the references refer to the last five years of scientific publications, although older manuscripts are included which are referential in the subject matter.

A working methodology based on scientific evidence is provided. This methodology is very useful for the teaching staff in Veterinary Faculties as it allows a follow-up of the learning process and continuous improvement.

There is a lack of tools to improve the involvement of less enthusiastic instructors in the teaching activity.

AU: Thanks to the reviewer for the constructive feedback.

The authors should refer to the competence assessment and quality assurance systems established in the EAEVE's European System for the Evaluation of Veterinary Education - ESEVT. This evaluation system has incorporated in its standard the closing of the learning assessment cycle and feedback is incorporated as an indispensable tool for continuous improvement in this system. Please refer to this in the article. Consult the standard at www.eaeve.com and include in the discussion if appropiate.

AU: Thanks to the reviewer for the suggestion.  Now included in lines 42-43 and the reference list.

Figure 1 provides important information, but is an illustration that could be improved from an aesthetic point of view.

AU: Authors are happy with the current aesthetic of Fig 1.

The conclusions provided in this publication are related to scientific evidence and therefore there is a coherence between the presentation of the scientific results and the conclusions provided. 

An assessment of ethical aspects is not required, as no animal experimentation is involved and no results of surveys on individuals involving personal data protected by law are presented.

AU: Thanks to the reviewer for the constructive feedback.

Reviewer 3 Report

Dear Authors, 
thanks for this interesting paper that I read with real interest. 
I agree with the need to develop research specific for veterinary education, the data extrapolated from human medicine are surely useful but not exhaustive.

The main question addressed by the research:
The importance of correct feedback for acquiring clinical skills

It is relevant in the field and underlines an important gap, which is the absence of specific research on veterinary practical teaching

For a target of nonexpert readers, some more examples could be useful, particularly in the first part.

The conclusions are consistent with the evidence and arguments presented and they address the main question posed.

The references are appropriate.

Some of the tables and figures contain too much info for a single table or figure.

Author Response

Dear Authors, 
thanks for this interesting paper that I read with real interest. 
I agree with the need to develop research specific for veterinary education, the data extrapolated from human medicine are surely useful but not exhaustive.

The main question addressed by the research:
The importance of correct feedback for acquiring clinical skills

It is relevant in the field and underlines an important gap, which is the absence of specific research on veterinary practical teaching

For a target of nonexpert readers, some more examples could be useful, particularly in the first part.

The conclusions are consistent with the evidence and arguments presented and they address the main question posed.

The references are appropriate.

Some of the tables and figures contain too much info for a single table or figure.

AU: Thanks to the reviewer for the constructive feedback. We did not consider further examples to be needed and while the tables are a little large (esp. Table 3), the information is needed and the only way to shorten them is to break them up, which really serves no real purpose.

Round 2

Reviewer 2 Report

Thanks for include the proposal references.

Reviewer 3 Report

Ok