1. How to deliver good feedback
1.1. Establish learning environment
1.1.1. Maintain mutual goal to help learner achieve expected outcome
1.1.2. Maintain mutual trust and respect
1.1.3. Given gently, supportively, caringly, concern with their situation (Hawson & Little 1998)
1.2. Begin with self-assessment
1.2.1. Self assessment can soften the perception of harshness especially in sensitive feedback (Branch 2002)
1.3. Confirm understanding and facilitate acceptance
1.3.1. Invite learner to ask questions to assure that they have firm undestanding
2. What to do outside the process?
2.1. Reflect on feedback skills
2.2. Make feedback part of institutional culture
2.3. Create staff-development opportunity
3. Characteristic of good feedback
3.1. Timely
3.1.1. Continuous learning culture could be promoted by regular ongoing feedback
3.1.2. The purpose of feedback is to enable the learner to make needed changes before the end of rotation
3.1.3. Giving geedback on mid point of the course or rotation may help to enable mid course improvement
3.2. Based on direct observation
3.2.1. More acceptable and instructive than based on second-hand reporting (Van Hell et al. 2009)
3.3. Concluded with action plan
3.3.1. Summarize by repeating areas of strength and agree upon plan to address deficiencies
3.4. Specific, neutral language
3.4.1. Focus on behaviours that can be changed, not the person or personality (Wood 2000)
3.4.2. Provide clear examples (Krackov 2009)
3.4.3. Positive body language like sitting down
3.5. Reinforcing correct behaviour
3.5.1. This approach motivate learner to seek more feedback (Krackov 2009)