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Common models and approaches for the clinical educator to plan effective feedback encounters
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Cesar Orsini
 , Veena Rodrigues, Jorge Tricio , Margarita Rosel
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J Educ Eval Health Prof. 2022;19:35. Published online December 19, 2022
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DOI: https://doi.org/10.3352/jeehp.2022.19.35
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 Abstract
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- Giving constructive feedback is crucial for learners to bridge the gap between their current performance and the desired standards of competence. Giving effective feedback is a skill that can be learned, practiced, and improved. Therefore, our aim was to explore models in clinical settings and assess their transferability to different clinical feedback encounters. We identified the 6 most common and accepted feedback models, including the Feedback Sandwich, the Pendleton Rules, the One-Minute Preceptor, the SET-GO model, the R2C2 (Rapport/Reaction/Content/Coach), and the ALOBA (Agenda Led Outcome-based Analysis) model. We present a handy resource describing their structure, strengths and weaknesses, requirements for educators and learners, and suitable feedback encounters for use for each model. These feedback models represent practical frameworks for educators to adopt but also to adapt to their preferred style, combining and modifying them if necessary to suit their needs and context.
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Citations
Citations to this article as recorded by  - Feedback in Medical Education—Its Importance and How to Do It
Tarik Babar, Omer A. Awan
Academic Radiology.2025; 32(2): 1152. CrossRef - Could the R2C2 Feedback and Coaching Model Enhance Feedback Literacy Behaviors: A Qualitative Study Exploring Learner-Preceptor Feedback Conversations
Subha Ramani, Heather Armson, Tessa Hanmore, Rachelle Lee-Krueger, Karen D. Könings, Amanda Roze des Ordons, Marygrace Zetkulic, Joan Sargeant, Jocelyn M. Lockyer
Perspectives on Medical Education.2025;[Epub] CrossRef - Using Real‐Time Power BI Formative Feedback to Improve Nurse Anesthesia Students' Clinical Competence: An Educational Intervention
Ali Khalafi, Sajjad Choopani, Nooshin Sarvi‐Sarmeydani, Elham Maraghi
Health Science Reports.2025;[Epub] CrossRef - Informal learning of ICU new graduate registered nurses: An interpretive phenomenological analysis
Changying Liu, Ying Yang, Qing Zhang, Yan Ma
Nurse Education Today.2025; 147: 106588. CrossRef - How Should Teachers Teach?
Kinan Sawar, Kevin C. Chung
Hand Clinics.2025;[Epub] CrossRef - Navigating power dynamics between pharmacy preceptors and learners
Shane Tolleson, Mabel Truong, Natalie Rosario
Exploratory Research in Clinical and Social Pharmacy.2024; 13: 100408. CrossRef - Comparison of the effects of apprenticeship training by sandwich feedback and traditional methods on final-semester operating room technology students’ perioperative competence and performance: a randomized, controlled trial
Azam Hosseinpour, Morteza Nasiri, Fatemeh Keshmiri, Tayebeh Arabzadeh, Hossein Sharafi
BMC Medical Education.2024;[Epub] CrossRef - Evaluating the Quality of Narrative Feedback for Entrustable Professional Activities in a Surgery Residency Program
Rosephine Del Fernandes, Ingrid de Vries, Laura McEwen, Steve Mann, Timothy Phillips, Boris Zevin
Annals of Surgery.2024; 280(6): 916. CrossRef - Feedback conversations: First things first?
Katharine A. Robb, Marcy E. Rosenbaum, Lauren Peters, Susan Lenoch, Donna Lancianese, Jane L. Miller
Patient Education and Counseling.2023; 115: 107849. CrossRef
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Implementation and lessons learned from 2 online interprofessional faculty development programs for improving educational practice in the health professions in Chile and the United Kingdom from 2018 to 2021
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Cesar Orsini, Veena Rodrigues, Jorge Tricio
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J Educ Eval Health Prof. 2021;18:21. Published online August 9, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.21
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6,493
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313
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1
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Abstract
PDFSupplementary Material
- This study presents the design, implementation, and lessons learned from 2 fit-for-purpose online interprofessional faculty development programs for educational practice improvement in the health professions in Chile and the United Kingdom from 2018 to 2021. Both programs were designed to enhance teaching and learning practices in an interprofessional environment based on 4 pillars: professional diversity, egalitarianism, blended/online learning, and active learning strategies. A multidisciplinary mix of educators participated, showing similar results. The 3 main lessons learned were that the following factors facilitated an interprofessional environment: a professions-inclusive teaching style, a flexible learning climate, and interprofessional peer work. These lessons may be transferable to other programs seeking to enhance and support interprofessionality. Faculty development initiatives preparing educators for interprofessional practice should be an integral component of health professions education, as delivering these courses within professional silos is no longer justifiable. As the relevance of interprofessional education grows, an effective way of promoting interprofessonal education is to train the trainers in formal interprofessional settings.
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Citations
Citations to this article as recorded by - Perceived team roles of medical students: a five year cross-sectional study
Anke Boone, Mathieu Roelants, Karel Hoppenbrouwers, Corinne Vandermeulen, Marc Du Bois, Lode Godderis
BMC Medical Education.2022;[Epub] CrossRef
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