When fair feedback doesn’t land well
- Bridging the gap between feedback-as-intended and feedback-as-received
17th November 2026, 12:00 to 13:00 GMT
Overview
Trainers believe they provide meaningful feedback and often expend significant time and cognitive energy to do so. ‘How-to’ structures for providing high quality feedback abound. But even when trainers try to follow all the ‘rules’, learners often report receiving less feedback than they would like, feedback in forms that are unhelpful, or ‘feedback’ that seems disrespectful. This webinar explores the feedback perception gap in medical education with a focus on surgical training. It will review the literature in this emerging area over the past decade and translate this into practical strategies to help to bridge the feedback gap between trainers and trainees.
Aims
To explore how the gap between faculty intentions and learner perceptions of feedback arises in surgical training, and identify evidence-informed strategies to make feedback more visible and effective.
Learning Objectives
By the end of this webinar, attendees should be able to:
- Describe the evidence about differences between faculty and learner perceptions of feedback in surgical education.
- Identify contextual factors that contribute to feedback being overlooked, misunderstood, or interpreted differently by trainees and trainers.
- Plan practical strategies to improve the recognition and clarity of feedback in surgical settings.
Panellists
Our panellists include:
-
Rhea Liang - General and breast surgeon, MD Curriculum Lead, Bond University. MBChB, BA(Ed), MSurgEd, FRACS, FACS, FFSTEd, FRCSEng(Hon), FAcadME
- Pragnesh Bhatt (Moderator) - Deputy Director of Faculty of Surgical Trainers, RCSEd.
CPD
1 Hour
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Recording
A recording of the webinar will be made available on this page in the days following the live broadcast.
