Twelve tips for making the best use of feedback

Abstract

Background: Feedback is generally regarded as crucial for learning. We focus on feedback provided through instruments developed to inform self-assessment and support learners to improve performance. These instruments are being used commonly in medical education, but they are ineffective if the feedback is not well received and put into practice.

Methods: The authors formulated twelve tips to make the best use of feedback based on widely cited publications on feedback. To include recent developments and hands-on experiences in the field of medical education, the authors discussed the tips with their research team consisting of experts in the field of medical education and professional performance, to reach agreement on the most practical strategies.

Results: When utilizing feedback for performance improvement, medical students, interns, residents, clinical teachers and practicing physicians could make use of the twelve tips to put feedback into practice. The twelve tips provide strategies to reflect, interact and respond to feedback one receives through (validated) feedback instruments.

Conclusions: Since the goal of those involved in medical education and patient care is to perform at the highest possible level, we offer twelve practical tips for making the best use of feedback in order to support learners of all levels.

Acknowledgements

The authors would like to thank their colleagues for their insightful comments and helpful suggestions for improvement: Prof. Dr Onyebuchi Arah, Benjamin Boerebach, Prof. Dr Maas Jan Heineman, Dr Kiki Lombarts, Renée Scheepers and Prof. Dr Albert Scherpbier. Finally, we thank our colleagues for their valuable and informal tip to pour a glass of wine when discussing feedback.

Declaration of interest: The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.