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Giving feedback to learners in the practice.

Robert Moorhead¹, Peter Maguire, Siew Lee Thoo

¹General Practice Vocational Education Centre, Discipline of General Practice, School of Primary Aboriginal and Rural Health Care, University of Western Australia. bobmoor@cyllene.uwa.edu.au

Australian Family Physician

|October 19, 2004

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Effective feedback for medical students and registrars requires a supportive environment and specific, actionable advice. Mentorship is key, allowing learners to identify and address areas for improvement independently.

Area of Science:

Medical Education
General Practice Training

Background:

General practitioners often supervise vocational registrars and medical students.
Providing performance feedback is crucial for medical trainees' education.

Purpose of the Study:

Examine the role of feedback in teaching medical students and registrars.
Offer practical guidelines for feedback in busy general practices.
Describe barriers and pitfalls in feedback delivery.
Include a registrar's perspective on valued feedback.

Main Methods:

Literature review on feedback in medical education.
Analysis of best practices for feedback in general practice settings.
Qualitative insights from registrar experiences.

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Main Results:

Specific, learner-focused feedback is highly valued.
Nonspecific, evaluative feedback is less effective.
A supportive environment enhances feedback quality.

Conclusions:

Effective feedback hinges on a strong teacher-learner mentoring relationship.
Learners prefer guidance in identifying improvement areas over direct instruction.
Facilitating self-directed learning through feedback is paramount.