Reflection and feedback are an integral component to all assessments and should take place regularly throughout each year of the training programme. Every clinical encounter can provide a unique opportunity for reflection and feedback and this process should occur frequently. Feedback should be of high quality and should include an action plan for future development. Reflection and feedback should take place as soon as possible after an event to maximise benefit. Both trainees and trainers should recognise and respect cultural differences when giving and receiving feedback.
Feedback is sometimes seen as merely providing a commentary on what the doctor in training has achieved, or what corrections need to be made. When performed well, feedback:
- Improves the doctor’s awareness of both their strengths and areas for development.
- Can be used for developmental activity to develop generic skills and a greater dialogue between the trainee and the trainer.
The trainer should devote adequate professional time to give high-quality feedback.
Effective feedback has the following characteristics:
- Feedback is timely and provided as near as possible to the activity or assessment.
- Feedback must be focussed on the behaviour / capability and not on the person, ensuring that achieving the Learning Outcome is the primary focus.
- Feedback must be understandable and useful to the trainee.
- Feedback must be constructive. It must also consider how future developments and assessments can be supported, e.g.: where does this fit with generic skills?
- Feedback should be encouraging and supportive, building on strengths but also identifying areas for development and supporting the trainee to produce clear action plans to address these.
- Feedback supports the trainee in becoming self-aware and forming their own judgements about their own performance and level of work.
Each assessment tool included in this programme of assessment provides free-text boxes to document the narrative of the feedback given. This is divided into sections to include the acknowledgment of what was particularly good, identification of areas for development and an agreed plan to address the identified developmental needs.
The MSF is a method used to assess common skills including behaviours, team working and communication skills. More information about the MSF can be found here.
Reflective practice is strongly encouraged and will be a key underpinning concept of the whole curriculum. Identifying the many approaches and opportunities to learn from experiences will require trainees to consider the impact of actions and the outcomes. Learning from experiences, both positive and negative, is a powerful learning tool. You will be able to use the Reflection template in the ePortfolio for stand-alone reflections.
There is a lot of information and guidance from the Academy of Medical Royal Colleges on the website – see here.