Giving constructive feedback is crucial for learners to bridge the gap between their current performance and the desired standards ofcompetence. Giving effective feedback is a skill that can be learned, practiced, and improved. Therefore, our aim was to explore modelsin clinical settings and assess their transferability to different clinical feedback encounters. We identified the 6 most common and accepted feedback models, including the Feedback Sandwich, the Pendleton Rules, the One-Minute Preceptor, the SET-GO model, the R2C2 (Rapport/Reaction/Content/Coach), and the ALOBA (Agenda Led Outcome-based Analysis) model. We present a handy resource describing their structure, strengths and weaknesses, requirements for educators and learners, and suitable feedback encountersfor use for each model. These feedback models represent practical frameworks for educators to adopt but also to adapt to their preferred style, combining and modifying them if necessary to suit their needs and context.

中文翻译：

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临床教育者规划有效反馈会面的通用模型和方法。

提供建设性的反馈对于学习者弥合他们目前的表现与期望的能力标准之间的差距至关重要。提供有效的反馈是一种可以学习、练习和提高的技能。因此，我们的目标是探索临床环境中的模型并评估它们对不同临床反馈遭遇的可转移性。我们确定了 6 种最常见和被接受的反馈模型，包括反馈三明治、彭德尔顿规则、一分钟指导者、SET-GO 模型、R2C2（融洽/反应/内容/指导）和 ALOBA（议程主导）基于结果的分析）模型。我们提供了一个方便的资源，描述了它们的结构、优点和缺点、对教育者和学习者的要求，以及适合每个模型使用的反馈。