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Jack Ende, MD

JAMA. 1983;250(6):777-781.

Abstract
In the setting of clinical medical education, feedback refers to information describing students' or house officers' performance in a given activity that is intended to guide their future performance in that same or in a related activity. It is a key step in the acquisition of clinical skills, yet feedback is often omitted or handled improperly in clinical training. This can result in important untoward consequences, some of which may extend beyond the training period. Once the nature of the feedback process is appreciated, however, especially the distinction between feedback and evaluation and the importance of focusing on the trainees' observable behaviors rather than on the trainees themselves, the educational benefit of feedback can be realized. This article presents guidelines for offering feedback that have been set forth in the literature of business administration, psychology, and education, adapted here for use by teachers and students of clinical medicine.

(JAMA 1983;250:777-781)

Author Affiliations
From the Evans Memorial Departments of Clinical Research and Medicine, Section of General Internal Medicine, Boston University Medical Center.

Footnotes
Reprint requests to Director of House Staff Training for the Department of Medicine, Boston University Medical Center, 720 Harrison Ave, Suite 1108, Boston, MA 02118 (Dr Ende).

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