Giving feedback in medical education: verification of recommended techniques.
OBJECTIVE
We investigated naturally occurring feedback incidents to substantiate literature-based recommended techniques for giving feedback effectively.


METHODS
A faculty development course for improving the teaching of the medical interview, with opportunities for participants to receive feedback.


METHODS
Seventy-four course participants (clinician-educators from a wide range of medical disciplines, and several behavioral scientists).


RESULTS
We used qualitative and quantitative approaches. Participants provided narratives of helpful and unhelpful incidents experienced during the course and then rated their own narratives using a semantic-differential survey. We found strong agreement between the two approaches, and congruence between our data and the recommended literature. Giving feedback effectively includes: establishing an appropriate interpersonal climate; using an appropriate location; establishing mutually agreed upon goals; eliciting the learner's thoughts and feelings; reflecting on observed behaviors; being nonjudgmental; relating feedback to specific behaviors; offering the right amount of feedback; and offering suggestions for improvement.


CONCLUSIONS
Feedback techniques experienced by respondents substantiate the literature-based recommendations, and corrective feedback is regarded as helpful when delivered appropriately. A model for providing feedback is offered.
Hewson
M G
MG
Cleveland Clinic, Ohio 44195-5241, USA.
Little
M L
ML
D000328:Adult; D003142:Communication; D004501:Education, Medical; D005246:Feedback; D006801:Humans; D007407:Interviews as Topic; D017145:Models, Educational; D010817:Physician-Patient Relations; D013663:Teaching