Feedback in de medische opleiding

• A supervisor’s feedback can change a medical learner’s behaviour consistently if the learner views the supervisor as a credible role model.
• A learner’s trust in the supervisor is a prerequisite for feedback to contribute to effective learning.
• In current educational practice, coaching for improvement and summative assessment are frequently mixed, which leads medical learners to experience workplace based assessments as tests and makes them unresponsive to formative feedback.
• Carefully separating coaching for improvement from summative assessment is required to allow the learner to accept and apply the feedback given by the supervisor. Supervisors should focus their attention to providing formative feedback, not to documenting it.
• The R2C2 model (rapport – receptivity – content – coaching) is a useful tool to effectively provide constructive formative feedback.

Conflict of interest and financial support: none declared.