Bedside Teaching in the Emergency Department: A Model for Delivering Effective Learner-Centered Feedback

Providing learner-centered feedback that is direct, well-timed and based on objective data is one of the most effective tools we have in medical education.The absence of feedback is a missed learning opportunity: good performances are not reinforced and poor performances remain uncorrected.Some common models for delivering fail to address the significance of why feedback is being given and may dilute the intended message.The overarching objective of this work is to underscore the importance of learner-centered feedback, discuss the limitations of providing feedback in the emergency department (ED) and to provide a model of what we learned based on seminars, survey data and feedback from conference presentations that works well in giving feedback.The model has been introduced locally and pilot data for its effectiveness are presented herein.