Abstract
Undergraduates and postgraduates frequently receive feedback on their clinical and non-clinical performance and progression throughout their studies and career. Good quality feedback has been shown to improve trainees’ confidence and performance. This article discusses the benefits of feedback and reviews the communication, technical, financial, and networking barriers to feedback introduced by coronavirus disease 2019 (COVID-19) and its impact on the quality of medical and dental education in the UK, followed by a critical reflection. In addition, it reviews the pros and cons of self-assessment of clinical learning, and it provides an overview of the most widely accepted feedback models: Pendleton’s rules, SET-GO method, agenda-led, outcome-based analysis (ALOBA) model and Prepare to Ask-Discuss-Ask-Plan Together (Prepare to ADAPT) on the quality of feedback received. The aim is to identify the most suitable feedback method to help trainees with their clinical and professional development during the COVID-19 pandemic and any possible pandemics in the future.
Highlights
Due to the introduction of additional coronavirus disease 2019 (COVID-19) barriers, there has been a lack of build-up of a positive direct relationship between trainer and trainee, and this has had a negative effect on constructive feedback acceptance [1]
This article aims to discuss the benefits of feedback before the COVID-19 pandemic and reviews the communication, technical, financial, and networking barriers’ effects on feedback received by medical and dental trainees during the COVID-19 pandemic
It assesses the impact on the quality of medical and dental education in the UK by a critical reflection over the last two years spent as a dental core trainee during the pandemic
Summary
Due to the introduction of additional coronavirus disease 2019 (COVID-19) barriers, there has been a lack of build-up of a positive direct relationship between trainer and trainee, and this has had a negative effect on constructive feedback acceptance [1]. Studies have demonstrated that a structured discussion between the trainer and trainee followed by interactive feedback encourages self-evaluation and allows the trainees to assess their weak areas of training [5,6]. This is supported by a study known as Prepare to Ask-Discuss-Ask-Plan Together (Prepare to ADAPT). Models of feedback should be tailored for different trainees
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