GEF 2: Giving effective feedback: Guide for individual use

Workplace-based assessment guide for giving feedback (view on previous page).

Preliminary questions

Think about situations where you have given or received effective feedback. What made it effective?

Think about situations where the feedback was not effective – why not?

Which workplace-based assessment tools do you use?

If you want further information, refer to the AMC workplace-based assessment references as listed on the previous page and the AMC publication Workplace-based Assessment Resource Guide.

Guide to viewing the scenarios

Scenario 1a

This is a mid-term report interview for a PGY1 doctor.

When the question ‘What would you do now?’ appears on the screen, pause the video and consider what the issues might be and what you would do in a similar situation.

View the remainder of Scenario 1a

Scenario 1b

As you view Scenario 1b, note on the strategies page which strategies are used.

  • What did Dr Pivot do well? What strategies did she use?
  • What words did she use to make the feedback more effective
  • Contrast the techniques used in Scenario 1b with Scenario 1a.
  • After viewing Scenarios 1a and 1b: What would you do if Marko continued to be resistant to your suggestions?

Scenario 2 – A directly observed procedural skill

  • What worked well in the scenario and why?
  • How would you approach the interview if Ming had failed the assessment and performed the procedure poorly?
  • What strategies would be particularly important?
  • What would you say to Ming immediately after observing the procedure, before you start the feedback interview?

Scenario 3 – a Mini-CEX

  • What worked well in the scenario and why?
  • Gat did not appear to accept the assessment made or the feedback given. How might Dr May have conducted this interview to engage Gat in the discussion more positively?

Scenario 4 – a case-based discussion

  • What worked well in the scenario and why?
  • In what way is giving feedback in relation to a case-based discussion different to giving feedback in other situations?
  • Why can feedback be giving during rather than after the ‘observation’?

Scenario 5 – a Mini-CEX

  • What worked well in the scenario and why?
  • What strategies were used by the assessor?
  • Did the session go on too long?
  • What might have been omitted?

Reflection and review

Now that you have seen the scenarios, reflect on the principles of effective feedback.

Watch the following videos on key strategies for effective feedback. Clips have been taken from the scenarios as examples for how these strategies were applied.

Which of these strategies will be of help to you when you are giving feedback?

Scenario 1b

Scenario 2

Scenario 4

Scenario 5

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