Giving Feedback

Giving Feedback

Reclaiming Conversation: Feedback Collection from Faculty

From CHEST 2018: Faculty Development Forum | William Kelly, MD, FCCP

Reclaiming conversation requires time, space, sustained attention, collaboration, solitude & self-reflection, appreciation of differences, and regularity. Learn more about the benefits of face-to-face evaluation sessions.

Download Reclaiming Conversation: Feedback Collection from Faculty (PDF)

Bronchoscopy Skills and Tasks Assessment Tool

From Bronchoscopy International


  1. Be specific – highlight the exact step needing improvement.
  2. Be objective – use a checklist or assessment tool.
  3. Be timely – immediate feedback may improve competency.
  4. Be relevant – illustrate how the error can lead to compromised patient, staff, or
    equipment safety.
  5. Be honest – praise, self-esteem, and performance rise and fall together.


  1. Don’t be a victim of the “curse of knowledge” – use checklists.
  2. Don’t be subjective or make vague comments – clearly articulate your impression & use
    precise language.
  3. Don’t be the “sage on stage” – be the “guide on the side.”
  4. Don’t use the checklist as a dipstick for knowledge – make it a dynamic learning tool.
  5. Don’t be fake in your feedback – it will harm the learner in the long run.

Download the Bronchoscopy Skills and Tasks Assessment Tool (PDF)

Tips for Effective Written Feedback

From CHEST 2018: CHEST/ APCCMPD Symposium for the Clinician Educator, Part 3: You Call That Feedback?

  • Careful observation is the basis of good feedback.
  • Verbal feedback is the basis of good written feedback.
  • Be specific and be clear. Provide actionable, behavioral guidance on how to improve.
  • Focus on task performance and avoid judgments in character.
  • When possible, focus on behaviors with associated outcomes.
  • High quality comments are detailed enough for an independent reviewer to understand.
  • Strive to provide feedback across different core competencies/milestones.
  • Consider the recipient’s interpretation of your comments. Consider that some feedback may not be best delivered in written form.
  • Avoid comparisons with other learners and make feedback goal-based.
  • Be aware of multiple audiences your comments may reach (trainee, program director, admissions committee, etc.).
  • Even excellent trainees need guidance and encouragement for growth. Consider one goal of feedback: to stimulate reflection in the learner.

Download Tips for Effective Written Feedback (PDF)