Clinical Educators Faculty Development Module (On-Demand)-Feedback for Students in the Clinical Setting

Video Transcription

Video Summary

The webinar, led by Dr. Greta Gross, focused on feedback in the clinical setting and its role as a teaching tool in medical education. She defined feedback as a two-way process based on direct observation of learner performance, intended to help students improve by comparing their actions to a standard. Dr. Gross emphasized that feedback is important for developing critical thinking, self-assessment, and lifelong learning skills, and that it should reinforce what was done well as well as correct mistakes.<br /><br />She discussed common challenges, including limited time, vague or delayed comments, public or overly personal criticism, and the tendency for feedback to be confused with assessment. Dr. Gross reviewed several structured feedback models, including the feedback sandwich, Pendleton’s Rules, SLATE, SFED, ARCH, and the one-minute preceptor. She recommended making feedback timely, specific, collegial, and centered on observed actions rather than personality traits.<br /><br />Using the RIME framework, she explained how feedback can be tailored to learner level, from reporter to educator. She also addressed difficulties with negative feedback, noting that learners may react with denial, rationalization, or anger, and that sometimes more than feedback alone is needed, such as remediation or an individualized education plan. She concluded that effective feedback is ultimately about communication, insight, and helping trainees grow into competent, reflective clinicians.

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Feedback for Students in the Clinical Setting Recording

Keywords

clinical feedback

medical education

teaching tool

learner performance

feedback models

RIME framework

self-assessment

lifelong learning

remediation