#Clinical negative feedback examples how to

#Clinical negative feedback examples how to

Feedback literacy might help us consider how to engage trainees with feedback so that they take an active (autonomous) role in developing their evaluative judgements. Emotions are always present and they signal action. When we shift beyond feedback as input to process, we recognise that these processes are fundamentally relational, where trust and safety are necessary for trainees to share their weaknesses and doubts. Working with such complexity requires feedback that goes beyond educator input or ‘telling’. This complexity overwrites simplistic notions of ‘earned’ failure through individual traits and deficit.

Synthesis and discussion: There are compounding and multi-level factors that contribute to underperformance and subsequent failure. We do so with a critical eye towards generating insights for working with underperformance in the clinical environment. Methods: This narrative review synthesises literature at the intersections of feedback and underperformance in clinical environments where service, learning and safety need to be considered. Feedback is a typical feature of remediation programs, and yet there is little consensus on how feedback should unfold in the context of underperformance. Feedback is an important pedagogical strategy for working with underperformance – both formal and informal strategies can make a difference. Introduction: Underperformance in clinical environments can be costly and emotional for all stakeholders.

3Academy for Medical Education, Medical School, The University of Queensland, Herston, QLD, Australia.2Department of Medical Education, Faculty of Medicine, Dentistry and Health Sciences, University of Melbourne, Melbourne, VIC, Australia.1Centre for Research in Assessment and Digital Learning, Deakin University, Melbourne, VIC, Australia.Rola Ajjawi 1 * Margaret Bearman 1 Elizabeth Molloy 2 Christy Noble 3