Ten tips for receiving feedback effectively in clinical practice

Figures & data

Table 1 Summary of the ten tips

#	Point of emphasis	How to deal with it?
1	Self-assessment	Break down the task into different components rather than looking at the global picture.
2	Do I really need feedback?	Everyone has a blind spot, which prevents us from reaching the next stage of growth, so go and discover it.
3	Your preceptor(s)	Connect well with your teacher and build up the bridge of success.
4	Little or no feedback	Take initiative and ask for the feedback.
5	Positive feedback	Thank your instructor and appear confident. Take that task to the proficient level.
6	Your emotion	You are expected to make mistakes. It is normal to receive constructive feedback. Feedback is an opportunity for improvement. Be a good listener.
7	Your turn! What after the feedback?	Here is what really matters, be part of the constructive action plan and follow that up.
8	Generation differences	Acknowledging this will help you to better understand your preceptors.
9	General, non-specific feedback	Probe and ask questions to figure out what exactly is the point.
10	Be ready for it	Situations matter, feedback can happen at any time and in any form.

Table 2 Johari window

	Known to self	Unknown to self
Known to others	Open	Blind spot
Unknown to others	Hidden	Unknown

Table 3 Generation and feedback

Generation	Feedback
Traditionalists (1900–1945)	‘No news is good news’.
Baby boomers (1946–1964)	‘Feedback once a year, with lots of documentation!’
Generation X (1965–1980)	‘Sorry to interrupt, but how am I doing?’
Generation Y (1981–1999)	‘Feedback whenever I want it at the push of a button’.

Note: Adapted from Lancaster and Stillman (31).

Lancaster LC , Stillman D . When generations collide: how to solve the generational puzzle at work. 2002; New York: HarperCollins.

 Google Scholar