This document discusses providing effective feedback to clinical learners. It begins with an example of a struggling learner named Julie and identifies characteristics of ineffective versus effective feedback. Key points of effective feedback include setting clear expectations, defining feedback, establishing a respectful learning environment, communicating goals and objectives, basing feedback on direct observations, focusing on performance, and planning for improvement. Common reasons for ineffective feedback are a lack of time, inconsistency, fear of criticism, feedback not being recognized, and inability to respond to feedback.