ABSTRACT
This chapter presents evidence that giving feedback effectively and positively, whether the content is praise or aspects that need to be improved, enhances learning. It also presents simple methods and models for giving constructive feedback. Research has highlighted the importance of feedback being perceived as constructive. 'Giving feedback constructively' was the top theme chosen by 441 junior and senior doctors when asked what they thought should be the key content of 'Teaching the Teachers' courses. Nurse assessors are advised that the role of assessor requires a commitment to constructive feedback, and that it is the responsibility of the assessor to establish communication, clarify any problems and either get a commitment to change or offer a solution. Feedback should take learners from left to right across the bottom of the competency cycle to ensure that they are aware of their expertise, so that they can effectively teach others.
