Common models and approaches for the clinical educator to plan effective feedback encounters

Area of Science:

• Medical Education
• Healthcare Professional Development

Background:

• Constructive feedback is vital for learners to achieve competence.
• Effective feedback is a learnable skill for educators.

Purpose of the Study:

• To explore established clinical feedback models.
• To assess the transferability of these models across different clinical encounters.

Main Methods:

• Literature review to identify common feedback models.
• Analysis of six selected models: Feedback Sandwich, Pendleton Rules, One-Minute Preceptor, SET-GO, R2C2, and ALOBA.
• Description of each model's structure, pros, cons, and applicability.

Main Results:

• Six widely accepted feedback models were identified and detailed.
• Information provided on model suitability, educator/learner requirements, strengths, and weaknesses.
• Frameworks offered for adapting models to specific educational contexts.

Conclusions:

• These feedback models provide practical frameworks for educators.
• Models can be adopted, adapted, combined, or modified to suit specific needs and contexts.
• Enhancing feedback delivery skills is crucial for learner progression in clinical settings.