Effective Feedback in Medical Education: Building Rapport and Trust
This is the second article in the Effective Feedback Series, intended to equip medical supervisors with practical tools and tips for delivering guidance to learners during clinical training.
"And as we let our own light shine, we unconsciously give other people permission to do the same."
—Nelson Mandela
Feedback is a cornerstone of medical education, guiding learners toward professional growth and skill development; however, the process of giving effective feedback is not always straightforward. According to Joan Sargent and Karen Mann et al., the first steps to facilitating effective feedback are genuine efforts to establish rapport and a relationship of trust between learner and educator.
In this context, rapport and relationship-building is rooted in an authentic two-way conversation about shared values between the educator and medical learner. The educator’s devoted interest in the learner evidenced by asking for the learner’s input on and sharing the educator’s perspectives regarding skill development. This respectful dialogue fosters an environment where feedback is not perceived as judgment from a superior, but as a valuable tool for professional growth. This is particularly resonant when the educator supports the learner’s perspectives by affirming them with phrases such as “That still challenges me” or “I found that it did become less intimidating over time.” This transparency and vulnerability helps bridge the gap between expertise and learner, positioning the educator not only as a guide but as someone who personally understands the challenges inherent in medical education. And trainees are more likely to be receptive to feedback as they grasp that learning is a continuous process for everyone, regardless of experience level.
Other sample phrases offered by Sargent and Mann to build rapport include:
- “Tell me about feedback you've received in your last 3 months.”
- “What are some things that people have said were your strengths/you could improve on?”
- “What kind of settings/rotations/patients have you enjoyed?”
- “Do you see some trends or some things that come up consistently in your feedback?”
- “What were you hoping to gain in this rotation?”
- “What are some strengths you think you bring?”
In summary, the first step in effective feedback is to establish rapport through trust-building and authenticity. By understanding your learner’s interests and sharing your own learning journey, educators lay the groundwork for meaningful and constructive feedback that supports both the learner’s growth and the educator’s role in their development.
---
Citation: Sargeant J, Mann K, Manos S, Epstein I, Warren A, Shearer C, Boudreau M. R2C2 in Action: Testing an Evidence-Based Model to Facilitate Feedback and Coaching in Residency. J Grad Med Educ. 2017 Apr;9(2):165-170. doi: 10.4300/JGME-D-16-00398.1. PMID: 28439347; PMCID: PMC5398131.