Feedback Phrases Bank for Medical Educators
By: Sarah Medrek, MD
Giving feedback helps trainees grow by reinforcing effective behaviors and gently correcting areas for improvement. Keeping feedback brief, timely, and nonconfrontational—offered “just in time” during clinical work—makes it easier for trainees to absorb, builds trust, and supports a positive learning environment. It helps to get comfortable with one of these methods and remember some stock phrases you can use.
Keep / Stop / Start
Keep: Tell the learner what they did well.
- I liked how you…
- It worked well when you…
- I appreciated how you…
- I think the patient appreciated…
Stop: If there was an unhelpful behavior or incorrect action, tell them to stop with this approach.
- What I would do next time is…
- What didn’t work so well was…
- I’m concerned this action you took would…
Start: Provide actionable advice for future growth.
- Next time, focus on…
- To become more independent, try…
- To grow as a clinician, I recommend…
Observe / Advocate / Inquire
Observe: State nonjudgmental information about an event or behavior.
- I noticed… or I heard…
- I saw… or ___ mentioned to me...
Advocate: Share your perspective, reasoning, and consequences of the behavior without assigning blame.
- I am concerned… I think that...
- I am wondering… I know that…
Inquire: Ask open-ended questions to explore the other person’s thought process, context, or alternative explanations.
- Tell me more about that.
- I’m curious how you see it.
- Can you explain that more?
Ask / Tell / Ask
Agree on goals for the feedback session.
- What would you like feedback on?
Ask: Ask for the learner’s self-assessment.
- How do you think that went?
Tell: Address the learner’s concerns. Share observations. Discuss things that were done effectively and what could have been done differently.
- You did ____ well. Going forward, I would focus on doing _____ differently.
Ask: Create a plan for the learner’s self-improvement.
- What is your plan to improve before the next encounter or check-in?
- What steps can you take so that the encounter goes better next time?
Self-Assessment / Feedback / Encouragement / Direction
Self-Assessment: Allow the learner an opportunity to reflect on the encounter.
Feedback: Provide brief, descriptive observations. Balance positive and negative observations.
- This is what I thought worked.
- This is something you might do differently.
Encouragement: Demonstrate confidence in the learner, and express support and compassion.
- I have confidence that you will be successful with your efforts over time.
Direction: Provide actionable advice for future growth.
- Here are some suggestions.
References
- Liakos W, Keel T, Ellen Pearlman R, Fornari A. Frameworks for effective feedback in health professions education. Acad Med. 2023;98(5):648.
- Ramani S, Könings KD, Ginsburg S, van der Vleuten CP. Feedback redefined: principles and practice. J Gen Intern Med. 2019;34(5):744-749.
- van Schaik S. Feedback Tips: Actionable Feedback to Help Learners Grow. UCSF. 2024. https://meded.ucsf.edu/resource/feedback-tips
- Feedback with Good Judgment. UNM Health Sciences Center. https://hsc.unm.edu/medicine/education/cpl/_cpl-media/mini-jitl-resources/feedback/#/
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