The Role of Verbal Feedback in Surgical Education

Abstract

OverviewThis chapter synthesises findings from observational studies of feedback in surgical education and the broader health workplace which illuminate the failure of feedback to do its job in improving trainee performance. Given this state of affairs, we argue for an alternative way of looking at feedback practices in surgical education. The recent frameworks proposed by Boud and Molloy (Assess Eval Higher Educ 38:698–712, 2013), Feedback Mark 1 and Mark 2, reconceptualise feedback as an activity driven by learners rather than an act of ‘telling’ imposed on learners. Through identifying their own needs, concerns and practice goals, learners are more likely to take on board the strategies r..