Guidelines for Giving Feedback
1. Let the student know how the “patient” felt. Describe how the student’s behavior affected you are the patient.
As patient ______, I felt ______
when you ______.
If you had done ______,
I would have felt ______.
Positive WordsConstructive Comments
Cared forDisregarded
UnderstoodUnimportant
HeardUncertain
ConfidentIrritated
RelievedTalked down to
Satisfied
2. Use the sandwich technique, giving positive feedback in the beginning and end.
Suggestions for opening comments:
Sharepositive intentions the student was trying to express even if they weren’t successful.
Start with a generic comment such as “this was a difficult case because the history was vague (because I gave conflicting information, etc.)
3. If the student’s behavior positively affected patient ______, reinforce the student by describing the specific behaviors that affected you.
4. If the student’s behavior negatively affected patient ______,
Suggest another approach the student might take in the future in a similar situation.
5. Avoid giving feedback that is more appropriate for the medical faculty to give. This includes correcting the student’s diagnosis, giving medical information, or telling the students questions they should have asked or physical examination maneuvers they should have included. Note that this is an easy trap to fall into because you learn so much about the case but your character is not qualified to give this feedback and it is inappropriate to do so.
6. Use key responses when you draw a blank and feel pressured to come up with something.
Examples:
When you questioned me enough to elicit details about my history that I didn’t know were related to my complaint, I felt relieved that you were being so thorough.
When you mentioned MS as a possible diagnosis I felt panicked. When you are going to give information that’s so upsetting presenting it in such a way that left hope that it might not be anything serious would have given me time to get used to it.
When you asked about my alcohol intake, particularly when you asked if I drank alone, I felt judged and like you didn’t understand college students very well.
When you were examining my abdomen and I experienced pain, it seemed like you stopped and didn’t finish examining me and I worried that you wouldn’t do what was needed to make a correct diagnosis.
When you kept questioning me about my Tylenol intake and started talking about the toxic effects of Tylenol, I thought you were off base and not hearing what I was complaining about.
When you asked me if I was suicidal I felt so relieved that someone now knew how much pain I was in and would take responsibility for helping me.
When you didn’t question me enough to find out if I was suicidal I felt overwhelmed with the pain I was in and it make me feel more certain that no one cared about me.
When you didn’t explore medical causes of my depression, I felt like you just assumed I was “crazy” and that made me annoyed and not listened to.
When you asked me if I felt depressed I was so relieved that someone else recognized what I was feeling.
When you attributed my symptoms to allergies I didn’t have much confidence in you because I was pretty sure something more serious was going on.
When you only asked me if I currently smoked and I didn’t have to reveal that I had smoked in the past, I was relieved not to have to admit this.