1. STFM Faculty for Tomorrow Resident as Educators Curriculum: FEEDBACK
Sonya Shipley, MD
Meaghan Ruddy, MA, PhD

2. Learning Objectives Define feedback
Discuss the importance of giving and receiving feedback
Describe the characteristics of effective feedback
Describe strategies for delivering feedback
Apply feedback strategies to scenarios

3. What comes to mind when someone says to you, “Give me some feedback” or “I’m going to give you some feedback?
Feel free to record the answers.

4. Feedback Defined Just what exactly is feedback?
Acknowledging strengths and weaknesses so that one can utilize this information to not only improve but to reinforce desirable behaviors or attitudes.
Feel free to record answers. If previously stated, then reiterate definition.
Alguire PC, DeWitt DE, Pinsky LE, Ferenchick et al. Teaching in Your Office: A Guide to Instructing Medical Students and Residents. 2nd Ed. ACP Press: Philadelphia, PA; 2008.
(Alguire, DeWitt, Pinsky, Ferenchick et al, 2008)

5. Why is feedback Important?
If previously stated, then reiterate why it is important.
“I do not know what I do not know…” This statement pretty much sums up why feedback is so necessary. As lifelong learners, you must not only be able to receive feedback from others but also perform honest self-appraisal—do an honest & up close inventory of your strengths and weaknesses—as well. Whether it is for your learners or yourselves, this knowledge (feedback) can be used to help everyone improve—your knowledge and ultimately patient care.

6. Why is it difficult to give feedback?
You may be surprised to note that it is constructive feedback as opposed to complimentary feedback that actually tends to improve performance more.
Feel free to record answers.
You may be concerned that if it is necessary to give any type of negative feedback that it will discourage the learner and hamper the working relationship between the learner and teacher. This is not the case, though. Constructive feedback as opposed to complimentary feedback actually tends to improve performance more. Though giving feedback is not always comfortable and can be emotionally taxing, specific timely feedback can allow the learner to truly improve.
Kalet A, Chou CL, eds. Remediation in Medical Education: A Mid-Course Correction. New York, NY: Springer; 2014.
(Kalet and Chou , 2014)

7. Have you ever had a particularly unhelpful experience with feedback?
What made it unhelpful?
Feel free to record answers.
Aronowitz PB, Bordley DC, Diaz Y et al. AAIM (Alliance for Academic Internal Medicine) Toolbox. Feedback. Accessed September 16, 2015.
(Aronowitz, Bordley, Diaz et al, 2015)

8. Have you received particularly helpful feedback?
What made it helpful?
Feel free to record answers.
Aronowitz PB, Bordley DC, Diaz Y et al. AAIM (Alliance for Academic Internal Medicine) Toolbox. Feedback. Accessed September 16, 2015.
(Aronowitz, Bordley, Diaz et al, 2015)

9. Characteristics of Effective Feedback
Clearly identified
Timely
Specific
Based on objective and not subjective information
Consequences explained
Provides next steps
Nonthreatening
Right amount
As this list is given, highlight any of those listed below that were given by the audience.
See References 2, 3, 4, 5

10. Feedback Strategies The Feedback Sandwich
The Modified Feedback Sandwich
The ARCH Model
Using the various feedback strategies can help make feedback delivery more comfortable and consistent. Before providing any feedback, though, be sure to ask the learner if it is a good time to give it.
(Ende, 1983)

11. The Feedback Sandwich Bread MEAT Positive feedback Corrective feedback
(Ende, 1983)

12. The Modified Feedback Sandwich
Bread
MEAT
Cheese
Positive feedback
Corrective feedback
Next steps
(Ende, 1983)

13. The ARCH Model Allow for self assessment
Reinforce correct behavior, knowledge, and/or attitudes
Correct incorrect behavior and/or knowledge
Help the learner with an improvement plan
(Ende, 1983)

14. Key Points
No matter which feedback method you choose, the most important thing to remember is to actually give it.
Effective feedback is, in fact, effective!

15. Scenarios
Ask for two volunteers for each scenario. Instruct them to use the feedback technique of their choosing in the scenarios.

16. References
Allen S, Anim T, Anthony E et. Al. The Family Medicine Milestone Project: A Joint Initiative of the Accreditation Council for Graduate Medical Education and the American Board of Family Medicine.
Alguire PC, DeWitt DE, Pinsky LE, Ferenchick et al. Teaching in Your Office: A Guide to Instructing Medical Students and Residents. 2nd Ed. ACP Press: Philadelphia, PA; 2008.
AAP Residents as Teachers Curriculum
Aronowitz PB, Bordley DC, Diaz Y et al. AAIM (Alliance for Academic Internal Medicine) Toolbox. Feedback. Accessed September 16, 2015.
Wiese J, ed. Teaching in the Hospital. Philadelphia, PA: ACP Press;
Kalet A, Chou CL, eds. Remediation in Medical Education: A Mid- Course Correction. New York, NY: Springer; 2014.
Family Medicine Digital Resource Library. Accessed September 16, 2015.
Ende J. Feedback in Medical Education. JAMA 1983;250: