This document presents a session on the importance of feedback in medical education led by Dr. Roma Goyal. It emphasizes how effective feedback helps learners understand their competencies, reflect on their performance, and improve their skills through constructive communication. The document outlines key components, types, and methods for delivering feedback effectively, advocating for timely and specific feedback to facilitate improvement.

1. Presented By: Dr. Roma Goyal
Assistant Professor
Microbiology Department

2. Objectives
At the end of the session, participants shall be able to
 Appreciate concept of giving feedback
 Enumerate components of giving feedback
 Explore the ways of delivering the feedback
 State role of feedback in learning

3. • Feedback – seeking it, giving it and receiving it
– is one of the most effective tools we have for
harnessing and promoting change so that it is
to our benefit.
• Feedback is a great and powerful tool if used
right.

4. “Jack Ende - “father of feedback” in medical education
-wrote this often-referred-to JAMA article on feedback
in 1983.”
“Without feedback, our learners may not know how
they are doing, if they are doing well, or if there are
elements of their performance that need to be
improved so that they can be competent.”

5. Why Give Feedback?
So that learners
 Learn about there current level of competence
 Reflect on their strengths & deficits
 Engage in a dialogue with a supervisor/mentor
 Become more competent

6. How Do We Behave?
• Our feedback is often
× Vague
× Judgemental
× Overtly positive-Possibly inconsequential
• Rather than
Specific
Behavioral
Helpful

8. Criteria of a Good Feedback
Constructive Appropriate

9. Constructive Feedback
• Constructive feedback can help trainee to improve
their knowledge, skills and attitudes
• Helps to rate their clinical practice in a realistic way
• Helps to be more self-regulated about their
learning
• Should be focused on behaviour & observations.

10. Appropriate Feedback
Feedback should be completed as
soon as possible after the event,
before they forget details of the events

11. Types of Feedback
• “What is he doing??? I’d better stop him!”
• JIT
• "I need to talk to her some time b/w
patients.”
• ASAP

12. Feedback Types
• Sometime Soon
• Within 24-36 hours
• Counseling Feedback
• Scheduled as periodic or critical but when
30+ minutes are needed

13. Essential Components of Feedback?
• What was done well
• What could be done better
• What could be done to improve next time

14. How to provide a constructive
appropriate feedback?
Feedback starts with a positive
statement, followed by a negative
statement and finish with a positive
statement

16. In Asking Learner to Self-Reflect…
• … Ask learner to assess own performance first
•What went well and what could have gone
better?
•What were your goals?
•Have they ever seen a patient
like this before?

17. Tell
• Tell what you observed:
–diagnosis & explanation about specific observed
behaviors
– React to the learner’s observation
• Feedback on self-assessment
– Include both positive and corrective elements
• “I observed….”
– Give reasons in the context of well-defined
shared goals

18. Ask (again)
• Ask about recipients understanding and
strategies for improvement
– What could you do differently?
• Again, give ample time
– Give own suggestions
– Perhaps even replay parts of the encounter:
“show me”
– Commit to monitoring improvement together

19. Innovations in Feedback Methods
• Verbal vs. Visual
• Written vs. Oral
• Self feedback vs. Others feedback
• Video recording feedback

21. End with Ende
“The important things to remember about
feedback in medical education are that
(1) it is necessary,
(2) it is valuable,
(3) after a bit of practice and planning, it is not as
difficult as one might think.”
Jack Ende, MD
»
Ende J. Feedback in Clinical Medical Education. JAMA 1983;250:777-781.