Division of General Internal Medicine and Primary Care, Harvard Medical School, Brookline, MA 02446, USA.
Med Teach. 2012;34(10):787-91. doi: 10.3109/0142159X.2012.684916. Epub 2012 Jun 25.
Feedback is an essential element of the educational process for clinical trainees. Performance-based feedback enables good habits to be reinforced and faulty ones to be corrected. Despite its importance, most trainees feel that they do not receive adequate feedback and if they do, the process is not effective.
The authors reviewed the literature on feedback and present the following 12 tips for clinical teachers to provide effective feedback to undergraduate and graduate medical trainees. In most of the tips, the focus is the individual teacher in clinical settings, although some of the suggestions are best adopted at the institutional level.
Clinical educators will find the tips practical and easy to implement in their day-to-day interactions with learners. The techniques can be applied in settings whether the time for feedback is 5 minutes or 30 minutes.
Clinical teachers can improve their skills for giving feedback to learners by using the straightforward and practical tools described in the subsequent sections. Institutions should emphasise the importance of feedback to their clinical educators, provide staff development and implement a mechanism by which the quantity and quality of feedback is monitored.
反馈是临床受训者教育过程的重要组成部分。基于表现的反馈可以强化良好习惯，纠正错误。尽管其重要性不言而喻，但大多数受训者认为他们没有得到足够的反馈，如果有反馈，这个过程也没有效果。
作者查阅了关于反馈的文献，为临床教师提供了以下 12 条建议，以便为本科和研究生医学受训者提供有效的反馈。在大多数建议中，重点是临床环境中的个体教师，尽管有些建议最好在机构层面上采用。
临床教育者会发现这些建议在与学习者的日常互动中实用且易于实施。无论反馈时间是 5 分钟还是 30 分钟，这些技术都可以应用于各种情况。
临床教师可以通过使用后续部分中描述的简单实用的工具来提高他们向学习者提供反馈的技能。各机构应强调反馈对其临床教育者的重要性，提供员工发展，并实施一种监测反馈数量和质量的机制。
