title: Helping international medical graduates engage in effective feedback.
abstract: OBJECTIVE
  Timely, specific, behaviorally-based feedback is a cornerstone of medical education. The authors review basic tenets of effective feedback delivery in the context of potential challenges faced by (non-United States) international medical graduates (IMGs).
  
  
  METHODS
  The authors provide a brief summary of the elements of effective feedback, with illustrations of potential barriers for IMGs.
  
  
  RESULTS
  Many IMGs were trained in a hierarchical system, where feedback was delivered publicly, in a manner associated with shame and embarrassment. These experiences, combined with the challenge of functioning in a second language and anxieties over exposing weaknesses, present some barriers that make it more difficult for them to participate in feedback inquiry, self-reflection, and reciprocal feedback.
  
  
  CONCLUSIONS
  These challenges can be mitigated by acknowledging the anxieties that learners may have, fostering a learning culture that values feedback as an expected and important part of all learning, ensuring that all (learners and supervisors) are trained in feedback skills, and clear setting of expectations.
authors.affiliation: Dept. of Psychiatry, Southern Illinois University School of Medicine, Springfield, IL, USA. kbroquet@siumed.edu
authors.forename: Karen E
authors.initials: KE
authors.lastname: Broquet
authors.forename: Manisha
authors.initials: M
authors.lastname: Punwani
mesh_terms: D003469:Culture; D004503:Education, Medical, Graduate / Q000379:methods*; D030141:Feedback, Psychological; D005550:Foreign Medical Graduates / Q000523:psychology*; D006801:Humans; D007721:Knowledge of Results, Psychological; D007858:Learning