Reflection and feedback are integral components 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, which should take place as soon as possible after an event to maximise benefit. Feedback should be of high quality and should include an action plan for future development. Both parties should recognise and respect cultural differences when giving and receiving feedback.
Feedback should not be seen as merely providing a commentary on what the resident doctor has achieved, or what corrections need to be made. The trainer should devote adequate professional time to give high-quality feedback. When performed well, feedback:
- Improves awareness of both strengths and areas for development.
- Can be used for developmental activity to develop generic skills and a greater dialogue.
Effective feedback has the following characteristics:
- Feedback is timely and provided as near as possible to the activity or assessment.
- Feedback is focussed on the behaviour / capability and not on the person, ensuring that achieving the Learning Outcome is the primary focus.
- Feedback is understandable and useful to the resident doctor.
- Feedback is 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 to produce clear action plans.
- Feedback supports the resident doctor in becoming self-aware and forming their own judgements about their own performance and level of work.
Each assessment tool included in the 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.
Reflective practice is strongly encouraged and is a key underpinning concept of the curriculum. Identifying the many approaches and opportunities to learn from experiences, both positive and negative, will require residents to consider the impact of actions and the outcomes.