Guidelines for Giving Feedback
Why is feedback
It reinforces effective behavior and facilitates change.
Why is feedback
We fear an emotional response (ours and the learners). Behaviorally
specific feedback may evoke an emotional response and is important
to recognize.We fear there may not be enough objective data. Objective
data is easily obtained by observation and does not have to be scheduled
is planned for and practiced, giving it becomes easier.
Feedback is a continuous process that helps the learner and teacher
reach their goals. Feedback should be a component of every educational
Components of the Feedback
- Establish learning
Clarify goals and objectives for learning activity.
Gather objective data regarding skills/attitudes/knowledge of the
Consider timing-feedback should be given soon after the observation.
Pick a private,
comfortable and non-threatening environment.
- Give Feedback
Ask the learner to evaluate his/her own performance.
"How do you think it went?", "What do you
think you did well?", "What problems did
Respond to and build upon learners self assessment.
Continue to build on positive behavior, then move on to behavior
that can be improved.
Focus on specific behaviors.
"You did not shake the patients hand when you entered
the room." Not, "You seemed rushed."
Restrict critique to 1-2 important points. Learners can only take
in a limited amount in one session.
Use non-judgmental language.
"You did not ask about the patient's expectations."
Not, "You did a poor job eliciting the patient's
When feedback is subjective, label it as such.
"I felt you were uncomfortable when the patient cried."
Not, "You seemed uncomfortable."
Acknowledge and address emotions during the feedback discussion.
Problem solve together on ways to change behavior.
"How else could you have said that?"
Asses learners understanding of the feedback.
Summarize the session and end with a positive comment.
When appropriate, plan future feedback sessions.