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INTRODUCTION The guidelines offered in this paper aim to amalgamate the literature on formative feedback into practical Do's, Don'ts and Don't Knows for individual clinical supervisors and for the institutions that support clinical learning. METHODS The authors built consensus by an iterative process. Do's and Don'ts were proposed based on authors'(More)
models; experience being the teacher and experience also inuring the doctor to the pain. Might it also be that senior doctors reading the questionnaire feel they 'ought' to be comfortable because they are senior? The word comfortable may have the wrong resonance for others. Comfortable is not the same as confident or competent. In fact, a doctor who feels(More)
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