Words hard to say and hard to hear

Abstract

N othing pleases clinical teachers more than to observe the progress of their learners. Yet much must transpire for this to occur. Essential to this process is the provision of feedback to learners to guide them toward performance goals. Providing feedback is easier said than done. There can be a certain discomfort in giving or receiving feedback. It is a vulnerable interaction that exposes instructors’ assessment skills and students’ performances. Such direct communication can threaten perceived popularity or conjure up previous negative experiences involving feedback. Sometimes, it is easier to ignore feedback altogether. Indeed, students chide their medical teachers for faltering in this area. 1,2

DOI: 10.1046/j.1525-1497.1998.00034.x

Cite this paper

@article{III1998WordsHT, title={Words hard to say and hard to hear}, author={MS Anderson Spickard III}, journal={Journal of General Internal Medicine}, year={1998}, volume={13}, pages={142-143} }