Providing feedback

Abstract

Although the importance of providing feedback to our fellows, residents, and colleagues is acknowledged, this key step in the acquisition of clinical skills is often omitted from training programs. When effective feedback is provided and focuses on directly observable skills and behaviors, important personal and educational progress can occur. This article presents the key components of formative feedback as distinct from performance evaluation; discusses the barriers to providing effective feedback; and makes specific suggestions for beginning the process of giving useful feedback to trainees.