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Feedback Tips every Healthcare Professional Should Know
Dr Cara Bezzina
Overview
This video provides five practical tips for healthcare professionals to deliver effective feedback to learners. It emphasizes creating a safe and receptive environment, fostering a two-way dialogue, focusing on descriptive and actionable behaviors, keeping the feedback concise, and concluding with a clear plan for improvement. The goal is to ensure feedback is constructive and leads to genuine learning, rather than being overwhelming or counterproductive.
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Chapters
- Ensure the learner is receptive and ready to receive feedback; avoid giving it immediately after a difficult experience.
- Create a safe and supportive environment for the feedback discussion.
- Establish a clear focus for the feedback conversation to guide the discussion.
Setting the scene ensures the learner is in the right mindset to accept and process feedback, making the interaction more productive and less likely to cause defensiveness.
Avoid giving feedback right after a student struggles through a challenging patient consultation.
- Frame feedback as a shared information exchange, not just advice-giving.
- Allow ample time for the learner to share their perspective, feelings, and ideas.
- Begin by highlighting what the learner did well to build confidence and establish a positive foundation.
A conversational approach encourages learner reflection and engagement, making them more likely to internalize and act on the feedback provided.
Start a feedback session by discussing specific positive actions the learner took during a patient encounter before addressing areas for improvement.
- Provide specific, descriptive feedback rather than making general statements.
- Concentrate on behaviors that the learner can actually change or influence.
- Address observable actions and performance, not the learner's personality traits.
Descriptive feedback on changeable behaviors helps learners understand exactly what they need to adjust and empowers them to take ownership of their development.
Instead of saying 'You were not empathetic,' say 'During the patient's explanation of their pain, you looked at your computer screen instead of maintaining eye contact.'
- Limit the feedback to a few key points (ideally 2-3) that the learner can realistically absorb and act upon.
- Avoid overwhelming the learner with too much information, which can hinder learning.
- Focus on information that is directly usable for improvement.
Concise feedback ensures the learner can focus on the most critical areas for growth, leading to more effective and manageable skill development.
When a student has many areas to improve, select only the two most impactful behaviors to discuss and plan for.
- Summarize the feedback discussion by identifying 2-3 specific actions the learner can take.
- Ensure these action items are concrete and focused on changeable behaviors.
- Reinforce the idea that clear communication is kind and beneficial for learning.
A clear action plan provides direction and accountability, helping the learner translate feedback into tangible improvements in their practice.
End the feedback session by saying, 'For our next patient interaction, let's focus on actively listening for the full minute before asking your next question.'
Key takeaways
- Effective feedback requires preparing the learner and creating a safe space for discussion.
- Feedback should be a collaborative dialogue, not a one-sided lecture.
- Focus on observable behaviors and specific actions, not personality traits.
- Prioritize a few key, actionable points over a long list of criticisms.
- Always conclude feedback sessions with a clear, agreed-upon plan for improvement.
- The principle 'clear is kind' applies strongly to giving feedback in healthcare.
- Learners are more likely to improve when they understand what they did well and have specific guidance on what to change.
Key terms
FeedbackLearnerHealthcare ProfessionalDialogueDescriptive FeedbackActionable ItemsReflectionSafe Environment
Test your understanding
- Why is it important to 'set the scene' before giving feedback to a healthcare learner?
- How can feedback be transformed from advice-giving into a true dialogue?
- What is the difference between descriptive feedback and personality-based feedback, and why is description preferred?
- What are the potential negative consequences of overwhelming a learner with too much feedback at once?
- Why is it crucial to end a feedback session with a concrete plan for action?