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Teaching on the run tips 10: giving feedback
Author(s) -
Vickery Alistair W,
Lake Fiona R
Publication year - 2005
Publication title -
medical journal of australia
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.904
H-Index - 131
eISSN - 1326-5377
pISSN - 0025-729X
DOI - 10.5694/j.1326-5377.2005.tb07035.x
Subject(s) - citation , library science , medical journal , medicine , computer science
Education Centre, Faculty of Medicine and Dentistry, University of Western Australia, Perth, WA. Alistair W Vickery, MB BS, FRACGP, Senior Lecturer in General Practice; Fiona R Lake, MD, FRACP, Associate Professor in Medicine and Medical Education. Reprints will not be available from the authors. Correspondence: Associate Professor Fiona R Lake, Education Centre, Faculty of Medicine and Dentistry, University of Western Australia, First Floor N Block, QEII Medical Centre, Verdun Street, Nedlands, Perth, WA 6009. flake@cyllene.uwa.edu.au The Medical Journal of Australia ISSN: 0025729X 5 September 2005 183 5 267-268 ©The Medical Journal of Australia 2005 www.mja.com.au Teaching on the run Feedback may be formal or informal. Formal planned as part of appraisal and assessment and oc cally (eg, at the middl and end of a rotation). It may areas or outcomes as set down by the hospital or a cl Informal feedback should be given on a daily basis specific events (eg, managing a case or doing a proced daily feedback should be part of the culture of our ivi tim ing 1-4 G ng trainees feedback means letting them know, in a ely and ongoing way, how they are performing. Providfeedback is an essential part of training junior doctors. Most trainees welcome the opportunity to discuss their strengths and areas for improvement. Feedback should encourage self-reflection, raise self-awareness and help students plan for future learning and practice. Medical students and junior medical officers report that feedback doesn’t occur frequently enough and that it is not always conveyed effectively.5 In contrast, teachers feel they give more feedback than learners claim to receive. Perhaps we can do better. The Confederation of Postgraduate Medical Education Councils recommended in 2001 that effective feedback should be given to students and junior doctors as a strategy for preventing distress. feedback is curs episodicover specific inical college. in relation to ure). Indeed, hospitals and other sites of training. Ensuring good feedback requires: • Adequate time; • Clear goals and outcomes — so you know what you are appraising or assessing; • Direct observation of learners — so you know how well they are doing; and • Skills in giving positive and negative feedback — so you are an effective facilitator of junior doctors’ development.