RT Journal Article
SR Electronic
T1 Getting Beyond “Good Job”: How to Give Effective Feedback
JF Pediatrics
JO Pediatrics
FD American Academy of Pediatrics
SP 205
OP 207
DO 10.1542/peds.2010-3351
VO 127
IS 2
A1 Gigante, Joseph
A1 Dell, Michael
A1 Sharkey, Angela
YR 2011
UL http://pediatrics.aappublications.org/content/127/2/205.abstract
AB This article is the fourth in a series by the Council on Medical Student Education in Pediatrics (COMSEP) reviewing the critical attributes and skills of superb clinical teachers. The previous article in this series reviewed the vital importance of direct observation of students.1 The purpose of this article is to describe how to use the information gained from the direct observation, namely the role of feedback. Although too often used interchangeably, encouragement, evaluation, and feedback are quite distinct. Encouragement (eg, “good job!”) is supportive but does nothing to improve the learner's skills. Evaluation is summative and is the final judgment of the learner's performance. Feedback, however, is designed to improve future performance. This article focuses on feedback—what it is, why it is important, some of the barriers to effective feedback, and how to give helpful feedback.