STRATEGIES FOR GIVING USEFUL, CONSTRUCTIVE FEEDBACK

Things To Do:

• Use "I" messages and focus on observable behaviors.
  • "I think it would be helpful if your presentation of the patient included more pertinent negatives and ended with your thoughts on treatment and management plans."
  • "I would like you to include the patient more during the bedside visit and teaching session."
    
    
• Describe specific behaviors (not personality or character traits) related to agreed upon performance criteria.
  • Focus on observable performance.
  • Consider cultural values and differences.
  • Be truthful and descriptive rather than judgmental.
  • Reinforce change and growth.
    
    
• Direct feedback to actions that the receiver can change.
  
  
• Include both strengths and opportunities for further development in a balanced way.
  • Provide specific examples of what was good and why it was good (what-why model)-"That was a very complete summary of the patient. The organization of the information was clear and logical. I especially appreciated your asking for feedback and questions at the end."
  • Provide specific examples of how something could be improved and why it would be better (what-what-why model)-"I observed that you were unsure about how to discuss the treatment plan in a way that involved her spouse and family. Next time, you might consider saying (doing)…because…"
    
    
• Model the process by self-assessing during or at the end of each clinical session and by modifying behavior based on feedback.
  
  
• Ask learners to self-assess.
  • "What things do you think went well for you today?"
  • "What things would you do differently next time?"
  • "How are you feeling about…?"
    
    
• Involve learners in developing a plan for improving in identified areas. Offer suggestions and recommendations.
  • "What specific questions or learning issues do you have between now and the next time we will meet?"
  • "What does the literature say about best medical practice in this situation?"
    
    
• "Check in" for accuracy and listen actively to verbal and nonverbal responses.



• Help learners begin each session with a brief reflection about core skills and abilities they are working on.