Getting Beyond “Good Job”: How to Give Effective Feedback

Journal of general internal medicine, 1998

We investigated naturally occurring feedback incidents to substantiate literature-based recommended techniques for giving feedback effectively. A faculty development course for improving the teaching of the medical interview, with opportunities for participants to receive feedback. Seventy-four course participants (clinician-educators from a wide range of medical disciplines, and several behavioral scientists). We used qualitative and quantitative approaches. Participants provided narratives of helpful and unhelpful incidents experienced during the course and then rated their own narratives using a semantic-differential survey. We found strong agreement between the two approaches, and congruence between our data and the recommended literature. Giving feedback effectively includes: establishing an appropriate interpersonal climate; using an appropriate location; establishing mutually agreed upon goals; eliciting the learner's thoughts and feelings; reflecting on observed behavior...

JPMA. The Journal of the Pakistan Medical Association, 2017

Feedback is considered as a dynamic process in which information about the observed performance is used to promote the desirable behaviour and correct the negative ones. The importance of feedback is widely acknowledged, but still there seems to be inconsistency in the amount, type and timing of feedback received from the clinical faculty. No significant effort has been put forward from the educator end to empower the learners with the skills of receiving and using the feedback effectively. Some institutions conduct faculty development workshops and courses to facilitate the clinicians on how best to deliver constructive feedback to the learners. Despite of all these struggles learners are not fully satisfied with the quality of feedback received from their busy clinicians. The aim of this paper is to highlight what actually feedback is, type and structure of feedback, the essential components of a constructive feedback, benefits of providing feedback, barriers affecting the provisi...

Medical Science Educator, 2014

Providing feedback is one of the most important and yet most challenging tasks in medical education. Traditional models of feedback begin and end with the delivery of the message by the educator. Current literature indicates that key components are needed to enable a learner to hear, process, and put into action the components of the feedback message. There must be instructor commitment to the establishment of an educational culture accepting and encouraging of feedback. There must also be dedication to the development of a relationship so that the learner perceives the feedback as coming from a firsthand knowledge of performance and a position of beneficence.

International Journal of Medical Education

Revista Hospital Universitário Pedro Ernesto, 2014

The purpose of this review is to define feedback and provide informed commentary on how feedback should be given to health professions learners during the educational process. The purpose of feedback is to enhance and improve student learning; this is in contrast to grading, which has the purpose of summarizing what a student has learned during a given educational experience. Feedback is highly influenced by other characteristics of the educational setting (e.g., clarity of objectives, context of learning, timing, and specificity). Both students and faculty members have a responsibility to seek and provide feedback within the context of the teaching relationship. Surprisingly few research studies exist concerning how feedback impacts learning outcomes. Surveys have shown that feedback is highly desired by students and yet often felt to be inadequately given. Simultaneously, faculty members often feel that feedback given is of good quality but has not been recognized by students. Factors that impede good feedback in the clinical teaching setting include teacher preparation, student characteristics, the learning environment and time pressures. There is evidence that student expectations concerning the type of feedback they desire change over time, i.e., as the student progresses through the curriculum. It is strongly suggested that the quality of feedback impacts student learning, perhaps more than any other aspect of the teaching process. Best practices associated with giving and receiving feedback have been identified, but faculty development in this regard may be lacking. Recommendations to students and faculty members alike may help alleviate problems with the feedback process and serve to facilitate more effective learning.

American Journal of Obstetrics and Gynecology, 2007

Formative feedback is an essential component of effective teaching and learning. Without it, the learner flounders. Furthermore, the Liaison Committee on Medical Education requires formative feedback within the clerkship and specifies that students must have the time and ability to remediate deficiencies before completing the clerkship. Few articles in the medical literature address how to give effective feedback. However, the themes within these articles are consistent. Formative feedback should be an interactive activity between the teacher and learner. Feedback must be approached with mutual respect and should be provided in a safe environment. Quality feedback is timely, specific to the situation, constructive, based on direct observation and nonjudgmental. With effective feedback, learners (and teachers) can discover what to improve, as well as which behaviors and skills to reinforce and augment. Learners appreciate and request specific feedback. In addition, learners tend to rate teachers who provide feedback more highly than they rate teachers who do not provide feedback. This article in the "To the Point" series will focus on the components of effective feedback and provide a practical and effective approach to giving feedback.

Teaching and Learning in Medicine, 2006

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MedEdPublish, 2018

Most healthcare students look forward to their clinical rotations, where the preceptor will be their mentor and learning guide. Neither student nor preceptor may fully understand the disorienting impact of this scenario on the ability of the student to learn. With respect to feedback, it is not uncommon for students to report either absence of feedback, inadequate feedback, or a poor (disrespectful, inattentive) tone used with feedback. Some preceptors report that students are inattentive to, don't learn from, or accept the feedback. There are a number of factors that lead to poor or perceived poor experience with feedback. Key elements to provide effective feedback include students knowing ahead time what their expectations will be and being allowed to practice with co-learners or simulated patients and to receive feedback on all of their skills. Students will need to develop these skills to navigate within the clinical learning environment, begin to improve patient safety, begin to formulate patient feedback strategies to enhance their health, and to learn to work collaboratively with other healthcare workers.

Medical Education, 2013

journal of advances in medical education and professionalism, 2013

Introduction: Feedback is very important in education and can help quality in the training process and orient the trainees in clinical contexts. This study aimed to assess the residents’ points of view about feedback in clinical education at Shiraz University of Medical Sciences. Methods: The sample of this study included 170 medical residents attending medical workshops in Shiraz University of Medical Sciences. The residents filled a valid and reliable questionnaire containing 21 items on their perceptions of the feedback they got throughout the workshops. The data were analyzed using SPSS version 14. Results: The study revealed that residents, generally, have a positive perception of feedback in their training. The highest score belonged to the items such as “feedback was applicable to future work”, “feedback corrected my behavior”, “feedback worked as a motivation for education” and “feedback was specific in one subject”. Residents who had a negative feedback experience also incr...