Giving Effective Feedback

Giving effective feedback is a skill to be learnt.  In short, feedback should be:

• Timely: as close as possible to the event but with care to pick a good moment (not when you or the staff member is exhausted, distracted or upset).
• Specific: Vague or generalised praise or criticism is difficult to act upon. Be specific so that the student will know what to do.
• Constructive: Talk in terms of what can be improved. 
• In an appropriate setting: Positive feedback can be effective when given in the presence of peers or patients. Negative feedback (constructive criticism) should be given in a private and undisturbed setting.
• Use attentive listening: Supervisees should be given the chance to comment on the fairness of feedback and to provide explanations for their performance. A feedback session should be a dialogue between two people. (Health, Education and Training Institute, 2011)

Consequences of a Lack of Clear Feedback

Cohan, 2005 (as quoted in Health Education and Training Institute, 2011) lists the following consequences of a lack of clear feedback:

• Clinical care is not as good as it could be
• Anxieties and inadequacies are not addressed
• When weaknesses are exposed later in their career, the staff member has difficulty accepting criticism because of previous ‘good reports’
• Others are blamed when the staff member is unsuccessful
• Learning is inhibited, career progression is delayed
• Staff are not given the ability to develop to their full potential

Therefore, even though at times it can be challenging giving negative feedback, failure to do so can have a significant effect on the student’s future development and career.

Clinical Tips for Feedback

• Emphasise the key points
• Limit the number of key points
• Don’t talk too fast. Use pauses
• Clear and precise use of words or terms
• Monitor for understanding
• Acknowledge/reward responses
• Include elements of advanced questioning

Please also read the Advanced Questioning section contained within the Facilitated Learning section of this website. 

(This document has been reproduced from Health Workforce Australia (2013), Enabling Clinical Supervision Skills)

References

Health Education and Training Institute (2011). The superguide: A handbook for supervising allied health professionals. Sydney: HETI. Retrieved from:  https://www.heti.nsw.gov.au/education-and-training/our-focus-areas/allied-health/clinical-supervision

Health Workforce Australia (2013). Enabling Clinical Supervision Skills. Griffith University, Gold Coast.