Article first published online: 28 JUN 2008
Academic Emergency Medicine
Volume 11, Issue 12, page 1283, December 2004
How to Cite
Richardson, B. K. (2004), Feedback. Academic Emergency Medicine, 11: 1283. doi: 10.1111/j.1553-2712.2004.tb01913.x
- Issue published online: 28 JUN 2008
- Article first published online: 28 JUN 2008
- Received January 1, 2004; revision received March 12, 2004; accepted May 3, 2004.
- medical students;
- faculty development;
- emergency medicine
The emergency department provides a rich environment for diverse patient encounters, rapid clinical decision making, and opportunities to hone procedural skills. Well-prepared faculty can utilize this environment to teach residents and medical students and gain institutional recognition for their incomparable role and teamwork. Giving effective feedback is an essential skill for all teaching faculty. Feedback is ongoing appraisal of performance based on direct observation aimed at changing or sustaining a behavior. Tips from the literature and the author's experience are reviewed to provide formats for feedback, review of objectives, and elements of professionalism and how to deal with poorly performing students. Although the following examples pertain to medical student education, these techniques are applicable to the education of all adult learners, including residents and colleagues. Specific examples of redirection and reflection are offered, and pitfalls are reviewed. Suggestions for streamlining verbal and written feedback and obtaining feedback from others in a fast-paced environment are given. Ideas for further individual and group faculty development are presented.