Effective Use of Feedback. Kaprielian, VS & Gradison, M. Suggests several ways by which clinicians can give learners the feedback they need without putting any party through unnecessary pain. Also describes how to fit provision of student feedback into one's busy schedule. From the column 'For the Office-Based Teacher of Family Medicine' in Family Medicine.

Feedback. Southern New Hampshire Area Health Education Center. Reviews the defining characteristics of feedback, identifies barriers that prevent preceptors from giving more feedback, outlines an approach to giving effective feedback, and explores how feedback can be incorporated into the busy office setting. A module in the faculty development program offered by the Southern New Hampshire AHEC and Dartmouth-Hitchcock Medical Center. Word document.

Feedback Checklist. University of Colorado Health Sciences Center - Center for Instructional Support. A self-assessment checklist useful in evaluating the characteristics and quality of feedback one provides to students and/or colleagues. Adapted from Westberg, J. and Jason, H. Teaching Creatively with Video: Fostering Reflection, Communication, and other Clinical Skills, New York: Springer Publishing, 1994.

Feedback in Clinical Medical Education. Ende, J.. Feedback is a key step in the acquisition of clinical skills. This article presents guidelines for offering feedback that have been set forth in the literature of business administration, psychology, and education, adapted here for use by teachers and students of clinical medicine. (JAMA 1983;250:777-781)

Giving Effective Feedback. Miser, WF. Defines feedback as an objective description of a student's performance intended to guide future performance. Contrasts feedback with evaluation. Emphasizes the importance of helping students assess their performance, identifying areas where they are right on target, and providing them with tips on what they can do in the future to improve in areas that need correcting. Outlines the essential characteristics of effective feedback. From the Family Physician as Teacher series, Ohio Academy of Family Physicians.

Observing Students in a Clinical Setting. Qualters, DM. To be an effective observer, you need to know what you are observing (framework) and have a method to record observations (tool). The Community Faculty Development Center at the UMass Medical School employs a simple tool called the Teaching Observation Sheet that allows preceptors to make brief (5-10 minute), focused observations and record them in a specific, nonjudgmental language. The tool is highly portable, has a flexible format, and provides a record of what occurred during observed encounters, essential for giving detailed, accurate feedback. From the column 'For the Office-Based Teacher of Family Medicine' in Family Medicine.