Open AccessTwelve Tips for Clinical Preceptors to Deliver Meaningful Feedback
Author(s) -
Jeff Barbee,
Melissa Alexander,
Jeffrey Penman,
Joseph R. Dynlacht
Publication year - 2018
Publication title -
mededpublish
Language(s) - English
Resource type - Journals
ISSN - 2312-7996
DOI - 10.15694/mep.2018.0000267.1
Subject(s) - preceptor , medical education , psychology , health care , tone (literature) , clinical practice , key (lock) , medicine , nursing , computer science , art , literature , computer security , economics , economic growth
This article was migrated. The article was not marked as recommended. Most healthcare students look forward to their clinical rotations, where the preceptor will be their mentor and learning guide. Neither student nor preceptor may fully understand the disorienting impact of this scenario on the ability of the student to learn. With respect to feedback, it is not uncommon for students to report either absence of feedback, inadequate feedback, or a poor (disrespectful, inattentive) tone used with feedback. Some preceptors report that students are inattentive to, don’t learn from, or accept the feedback. There are a number of factors that lead to poor or perceived poor experience with feedback. Key elements to provide effective feedback include students knowing ahead time what their expectations will be and being allowed to practice with co-learners or simulated patients and to receive feedback on all of their skills. Students will need to develop these skills to navigate within the clinical learning environment, begin to improve patient safety, begin to formulate patient feedback strategies to enhance their health, and to learn to work collaboratively with other healthcare workers.