The Anatomy of a Feedback Session
The set up
The feedback
The sequence of steps
Words or phrases to use
Request a session with the learner
(identify it as Feedback and negotiate
the agenda)
“Can we take a few moments to
give you some feedback?”
Agree on a location and a time (It
should be relaxed and comfortable for
the learner to express themselves.
Safe. Not rushed.)
“Shall we meet in my office at 10
tomorrow morning?”
Orient the learner with expectations of
feedback (The teacher and the learner
should effectively be allies. An attitude
of concern for the learner’s
development and progress. Mutual
respect.
Encourage the learner to self assess
The purpose of our feedback
sessions will be…”to work on
improving your clinical skills…”
“This will not impact your final
evaluation.”
Medical educator then gives feedback:
Specific, first-hand observations
“How do you think the case went?
What did you do well? What could
you improve on?” (Give sufficient
time for reflection)
“When I saw…, I felt relieved,
pleased, etc” (Don’t cover every
learning point. Pick a few.)
The action plan
Learner and medical educator together
develop a plan for improvement
“What would you do differently
next time? Let’s talk about this.”
(Solicit the learner’s plan.) Offer
your suggestions.
Summarize
Review identified strengths and areas
for improvement as well as action and
follow-up plans. Document the
encounter.
“So, to summarize our meeting, to
achieve your goal of…you will…and
we will meet again next week to
see how you are progressing.”
Anatomy of a Feedback Session
Keys to a Successful Feedback Encounter
Bienstock et al; AM J OB GYN; 2007
Keys to a successful feedback encounter…
Do’s
Don’ts
Be constructive
Be direct
Be specific
Be timely, as close as possible to the interaction
Collect first-hand experience
Focus on modifiable behaviors
Focus on decisions and actions
Limit the amount of feedback
Be an ally
Have the learner summarize key components
Set action and follow-up plans
Document the encounter
Anatomy of a Feedback Session
Keys to a Successful Feedback Encounter
Avoid judgmental statements
Avoid hearsay
Avoid generalizations
Avoid delaying appointments (days or weeks later)
Avoid second-hand or third-hand observation if
possible
Do not focus on personality
Avoid projecting intentions on the learner’s
actions, making assumptions, and over-interpreting
the situation. Do not assume the learner knows the
consequence of continuing specific behaviors
Avoid a laundry list
Do not be an adversary
Do not assume understanding
Do not assume behavior-change will occur without
follow-up
Do not rely on your memory
Bienstock et al; AM J OB GYN; 2007