"Frame-Based" Feedback
MedEdPearls March 2018: How might you use frame-based feedback to provide more effective formative feedback as we move toward milestones and competencies in medical education?
A main learning component of skills and competencies is feedback. As instructors, when a learner makes a mistake, we jump to the conclusion we know why the learner erred without inquiring about the learner’s thought-processes. “Frame-based” feedback is a strategy to avoid this feedback error and to teach more effectively and efficiently. In an excellent article* about frame-based feedback the authors suggests three quick steps to provide effective feedback while avoiding our own cognitive biases: 1) Provide initial and specific feedback on what you observed; 2) Inquire as to what the learner’s ‘frame of mind’ was; 3) match teaching points with the learner’s frames.
While no one wants to make a mistake and no one wants their mistake pointed out to them, without constructive feedback the learner loses opportunities to improve. As we continue to move toward milestones and competencies in assessment for medical education, we should focus on providing formative feedback to our learners.
Megan M. Haak, MA
Program Manager II
Graduate Medical Education
Medical College of Wisconsin Affiliated Hospitals (MCWAH)
Medical College of Wisconsin
Additional Information
The MedEdPearls are a collaborative, peer-reviewed, monthly brief intended to provide practical tips and strategies for medical and health professions educators to enhance teaching and learning.
- Jean Bailey, PhD – Virginia Commonwealth University School of Medicine
- Carrie Bowler, EdD, MS, MLSCM (ASCP) – Mayo Clinic School of Continuous Professional Development
- Kristina Dzara, PhD, MMSc (Educators ’16; Assessment ’16; HCE 2.0 ’17) – Saint Louis University School of Medicine
- Shanu Gupta, MD, SFHM – University of South Florida Morsani College of Medicine and Tampa General Hospital
- Jennifer Hillyer, PhD – Northeast Ohio Medical University
- Larry Hurtubise, PhD, MA (HCE 2.0 '16) – The Ohio State University
- Anna Lama, EdD, MA – West Virginia University School of Medicine
- Machelle Linsenmeyer, EdD, NAOME (Assessment ’07) – West Virginia School of Osteopathic Medicine
- Skye McKennon, PharmD, BCPS, ACSM-GEI – Washington State University Elson S. Floyd College of Medicine
- Rachel Moquin, EdD, MA – Washington University School of Medicine
- Stacey Pylman, PhD – Michigan State University College of Human Medicine
- Leah Sheridan, PhD – Northeast Ohio Medical University
- Lonika Sood, MBBS, MHPE – Washington State University Elson S. Floyd College of Medicine
- Mark Terrell, EdD – Lake Erie College of Osteopathic Medicine
- Stacey Wahl, PhD – Virginia Commonwealth University School of Medicine
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