Trainees tend to seek and use feedback more when they perceive it to be an inextricable part of the learning experience and when they sense that an instructor is investing in their professional development ( Kluger and Denisi, 1996). The more prevalent feedback is, the easier it becomes for a trainee to achieve a state of ‘reflection in action’ ( Delva, 2013). Providing feedback should be embedded in the culture of the clinical experience, and trainees should expect this to be built into their daily training ( Krackov, 2011). ![]() To help instructors answer these questions, the following resource presents some research-based strategies on feedback in clinical settings. – What actions am I taking that help or hinder the feedback process with my trainees? – How should I deliver the feedback to maximize understanding and usefulness? – How do I construct feedback that is impactful? – What role does feedback play in the culture of the clinical experience? Taking a systematic approach to feedback can help address these concerns but requires instructors to consider several important questions, such as: ![]() Given the nature of clinical interactions, where instructors may only have limited time to engage with an individual trainee, even small pieces of informal feedback have a large impact on learning. However, giving and receiving feedback can be an emotionally charged process because a trainee may not understand, accept, or know how to use the feedback for improvement. ![]() Feedback that is timely, targetted, actionable, and meaningful to the individual, helps a trainee gauge their performance and make action plans for improvement (Bing-You & Trowbridge, 2009). Detailed and prompt feedback on clinical performance, and opportunities to improve, are necessary to guide a trainees’ actions in the clinical setting as they work towards achieving required competencies (Krackov & Pohl, 2011).
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