Giving Feedback - 25/05/21

Doi : 10.1016/j.psc.2020.12.006

Hermioni L. Amonoo, MD, MPP ^a,^b,^c,^⁎ , Regina M. Longley, BA ^d, Diana M. Robinson, MD ^e,^f
^a Department of Psychiatry, Brigham and Women’s Hospital, 60 Fenwood Road, 4th Floor, Boston, MA 02115, USA
^b Department of Psychosocial Oncology and Palliative Care, Dana-Farber Cancer Institute, Boston, MA, USA
^c Harvard Medical School, Boston, MA, USA
^d Department of Psychiatry, Massachusetts General Hospital, 125 Nashua Street, Suite #324, Boston, MA 02114, USA
^e Department of Psychiatry, Parkland Hospital, Dallas, TX, USA
^f UT Southwestern Medical School, 5323 Harry Hines Boulevard, Dallas, TX 75390, USA

^∗Corresponding author. Department of Psychiatry, Brigham and Women’s Hospital, 60 Fenwood Road, 4th Floor, Boston, MA 02115.Department of PsychiatryBrigham and Women’s Hospital60 Fenwood Road4th FloorBostonMA02115

Résumé

Effective feedback is critical to medical education in that it promotes learning and ensures that benchmark learning objectives are achieved. Yet the nature of and response to feedback is variable. In this article, the authors provide a comprehensive review of the effective feedback literature. Namely, they discuss the various approaches to feedback, their advantages and disadvantages, as well as barriers to providing effective feedback. Finally, they offer suggestions for steps both the feedback giver and receiver can take to foster a culture of successful feedback in an academic and clinical setting.

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Keywords : Feedback, Medical education, Clinical competence, Evaluation, Psychiatric education, Educational milestones