Giving Effective Feedback

Effective feedback is central to the Workplace-Based Assessment (WBA) program.
It promotes learning through reflection, supports clinical and professional development, and ensures that performance expectations are clearly understood by both assessors and candidates.

Feedback within the AMC WBA program is formative – it is designed to help International Medical Graduates (IMGs) identify strengths, recognise areas for improvement, and develop actionable learning goals.
High-quality feedback also enhances consistency and fairness in assessment across all participating hospitals.

Effective feedback helps both assessors and candidates to engage in meaningful dialogue that drives improvement and reflective practice.

Benefits include:

• Reinforces clinical, communication and professional skills observed in practice
• Promotes self-reflection and insight into performance
• Builds trust and a shared understanding of expectations
• Encourages continuous learning and improvement
• Supports consistency and calibration between assessors

Feedback should be provided immediately after observation of a clinical encounter such as a Mini-CEX or Case-Based Discussion (CBD).
The process involves structured conversation, active listening, and agreement on next steps.

Key steps:

1. Create a safe learning environment: Begin with an open, supportive tone that encourages discussion.
2. Invite self-reflection: Ask the candidate to identify what went well and what could be improved.
3. Provide specific examples: Focus on observable behaviours rather than general impressions.
4. Balance strengths and development areas: Reinforce positive performance while addressing gaps constructively.
5. Agree on an action plan: Identify one or two achievable goals before the next assessment.

These examples illustrate the difference between constructive and unhelpful feedback.
Supervisors can use them during calibration or training to model effective communication.

Example 1 – Effective Feedback

“You built strong rapport by introducing yourself clearly and explaining what you were doing.”

“When taking the history, you identified key risk factors but could have explored the patient’s chest pain in more detail.”

“For your next case, try using open questions first – it may help you uncover more relevant information before narrowing down.”

Example 2 – Ineffective Feedback

“Your history taking wasn’t very good. You need to be more thorough.”

“That was good. Well done.”

(No examples, unclear guidance, and no opportunity for reflection.)

Example 3 – Balanced Feedback

“You handled the patient’s concerns well and showed empathy when discussing results.
Let’s focus next time on organising your thoughts before presenting to your consultant – that will make your reasoning clearer.”

Feedback should be documented clearly on the relevant WBA assessment form (Mini-CEX or CBD).
Written comments should complement the discussion by highlighting specific examples and summarising the action plan.

All sections of the form must be completed, including:

• Candidate and assessor details
• Domain ratings and global performance
• Written feedback
• Signatures from both assessor and candidate

Key Points

• Feedback should be conducted in a safe environment
• Feedback must be specific, timely, balanced and constructive
• Candidates should be encouraged to reflect and plan for improvement
• Written comments should align with verbal discussion
• Feedback is formative – it is a learning opportunity, not a judgment
• Consistent approaches across assessors improve fairness and program quality

Before conducting WBAs, assessors are expected to view and reflect on this training video to support consistency in how they observe performance and hold post-assessment discussions.
This resource supports assessors in providing clear, structured guidance, and gives IMG candidates a practical understanding of what constructive, formative conversations look like in the WBA program

Medicine Mini-CEX: Feedback

Case Summary
Following the consultation with the patient, the candidate meets with the assessor for a structured feedback session. The discussion examines clinical reasoning, questioning style, empathy, and communication technique, particularly how closed questioning limited patient engagement. The assessor provides targeted feedback on the use of open-ended questions, responding to emotional cues (such as family history of cardiac disease), and expressing empathy

Duration: 5 minutes 34 seconds