title: On being a supervisor: the importance of feedback and how to give it.
abstract: OBJECTIVE
  We outline some of the dominant opinions regarding the provision of formative feedback, as expressed by both trainees and their supervisors.
  
  
  METHODS
  Trainee psychiatrists and their supervisors were interviewed and asked to identify 'good' as opposed to 'poor' supervision.
  
  
  RESULTS
  A recurrent theme in interview data was that of formative feedback. Trainees expressed a desire to receive it, but some supervisors discussed misgivings and a lack of skill in providing such feedback.
  
  
  CONCLUSIONS
  Formative feedback is an essential part of the supervisor's role. We describe the principles of how to best deliver feedback, in order to increase supervisors' confidence and ability in utilizing this learning and teaching skill.
authors.affiliation: Department of Psychiatry, Royal Adelaide Hospital, University of Adelaide, Adelaide, SA, Australia. anna.churhansen@adelaide.edu.au
authors.forename: Anna
authors.initials: A
authors.lastname: Chur-Hansen
authors.forename: Steven
authors.initials: S
authors.lastname: McLean
mesh_terms: D002983:Clinical Competence; D003220:Conflict, Psychological; D005246:Feedback; D006801:Humans; D008611:Mentors / Q000193:education*; D011570:Psychiatry / Q000193:education*; D013337:Students, Medical