1. Giving constructive Feedback
Dr Helen Mulcahy
Preceptorship education
2019

2. Giving feedback effectively: Timing
Feedback should occur often.
Make feedback a regular natural part of clinical experience.
Discuss and negotiate with the learner to reach an understanding about when, where, and how often feedback will be given.
Identify objectives and goals with the student
Establish a relationship with the student
Create an environment of trust, where students welcome constructive feedback
Find a quiet comfortable place to give feedback

3. Issues to consider Student Environment The content
Existing relationship
Previous history
Discussion or judgement
Plan of action
Future plan

4. Giving feedback effectively:
Begin by soliciting the learners thoughts
Base feedback on first hand data
Relate feedback to goals and objectives
Focus on specifics not generalisations
Limit the quantity of feedback at one time
Be open and honest
Encourage problem solving

5. ‘Footpath Feedback’ Ask in general how well ‘it’ went
Ask what they think went well
Tell them what you observed went well
Ask what they think could be improved
Tell them what you think could be improved (not more than 5 points)
Summarise the key learning points

6. Base feedback on behaviour observed
‘help people to reach their full potential by catching them doing something right’
(Blanchard and Johnson. The One minute manager)

7. What types of problems require immediate feedback
Lack of knowledge
Bad attitude
Student does not want to be there
Student does not want to admit knowledge gap
Inappropriate attitude to patients, colleagues and preceptor.

8. Dealing with the problem performer
DESC approach
Describe the problem performance – focus on the behaviour.
Explain the impact of the performance
State your expectations –what exactly you expect to change in the future and set a time for review of progress
Communicate consequences – realistic not idle threats.

9. When to call for help? As soon as you suspect an irresolvable problem
Academic deficiency
Unprofessional behaviour
Motivation
Absence/ timeliness
Maturity
Communication style