Shiva Khayyati Motlagh Bonab - Department of Midwifery, Maragheh Branch, Islamic Azad University, Maragheh, Iran
Aeen Mohammadi - Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
Sevda Fazlizade - MSc of Psychiatric Nursing, Tehran Azad Medical University, Tehran, Iran
Elnaz Hashemzadeh - Department of Nursing, Tabriz university of Medical Sciences, Tabriz, Iran
Reyhaneh Golbaf - Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
Hojjat Torkmandi - Department of Nursing, Zanjan University of Medical Sciences, Zanjan, Iran
Mohammad Abdi - Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran

Background: Professionalism means understanding a profession and introducing it to the society through professional behaviors. In particular in clinical settings, constructive feedback is provided in education to create professional behaviors.Objectives: This study aimed to investigate giving feedback on professionalism in clinical education.Methods: A narrative review was conducted in PubMed and Google Scholar on the publications over the last ۱۰ years. Eight hundred twenty-six articles were found in the first step, among which ۳۰ were handed over to the expert panel. Fifteen of ۳۰ articles were finally selected.Results: The data of the studies were in four categories: feedback techniques, feedback in. curriculum, the scope of feedback, and feedback outcome. Feedback on professionalism was mostly presented through online services, portfolio, video-based systems, by a preceptor or peers, longitudinally in internship courses, and Multi Source Feedback (۳۶۰ degree). In a study, feedback on professionalism was considered formally in the curriculum. Educational experts give both formative and summative feedback (most of which were formative). Based on the literature, feedback can enhance learning professionalism, curriculum reforms, system support, student comfort, evaluations, and efficacy of professionalism.Conclusion: Multi-Source feedback assessment was the most used tool for giving feedback in professionalism, and the most popular form was informal-formative feedback. Since professionalism is a multidimensional concept related to personal communication, multi-source tools have been the most commonly used in the literature.

Feedback, Professionalism, Clinical education