Feedback That Fuels Growth: A Structured Playbook for Equitable Evaluation and Belonging – Co-sponsored by the Geisel Academy of Educators and Scholars

This session explored best practices for feedback in medical education, emphasizing its role in learner growth and assessment. Presenters highlighted that effective feedback should be timely, specific, actionable, and aligned with learning objectives while grounded in direct observation. The discussion emphasized the importance of empathy, supportive educator-learner relationships, and rapport in increasing students' receptiveness to feedback. Participants also examined how self-reflection, vulnerability, and consistent communication foster a culture of feedback that promotes meaningful learning, professional development, and a stronger sense of belonging among students.

Presenters

Michelle Sunday, MEd - Director of the Learning Environment at Geisel School of Medicine, has over 20 years of experience in higher education. She leads initiatives to enhance educational culture, learner well-being, and inclusive learning environments, with research focused on psychological safety, organizational relationships, and educational partnerships.

Justine Cameron, MPP - Director of Accreditation, Program Evaluation, and Quality Improvement at Geisel School of Medicine, oversees accreditation, evaluation, and quality improvement efforts. With over 10 years of experience in higher and medical education, she specializes in data-informed systems that support curriculum innovation and student success.

Elly Hahn, MPP, MA - Accreditation & Evaluation Manager at Geisel School of Medicine, leads accreditation and program evaluation for master's-level public health programs. She has expertise in program evaluation, data analysis, and project management, helping translate complex data into actionable insights.

Courtney Vengrin, MS, PHD - Director of Assessment at Geisel School of Medicine, leads assessment initiatives for undergraduate medical education. With over a decade of experience, her expertise includes competency-based assessment, program evaluation, faculty development, and data visualization, with a strong record of scholarship in teaching, assessment, and educational improvement.

Download slides HERE.

1. Describe the characteristics of effective, actionable feedback and distinguish it from feedback approaches that undermine student learning and development.
2. Apply a structured framework for delivering feedback that includes setting expectations, eliciting self-assessment, citing specific observed behaviors, and collaboratively developing next steps.
3. Identify at least one practical strategy for tracking and documenting feedback to support consistent, equitable evaluation across a rotation.

In support of improving patient care, Dartmouth Health is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team. 

American Medical Association (AMA)
Dartmouth Health designates this Enduring Material for a maximum of 1.00 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. 

All other learners may claim CME-designated participation credit. Consult your professional licensing board regarding the applicability and acceptance of CME-designated participation credit for programs certified for credit by organizations accredited by Joint Accreditation for Interprofessional Education.

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Bibliographic Sources

• Moroz, A., King, A., Kim, B., Fusco, H., & Carmody, K. (2019). Constructing a Shared Mental Model for Feedback Conversations: Faculty Workshop Using Video Vignettes Developed by Residents. MedEdPORTAL, 10821. https://doi.org/10.15766/mep_2374-8265.10821 [doi.org]

• Thomas, J. D., & Arnold, R. M. (2011). Giving Feedback. Journal of Palliative Medicine, 14(2), 233–239. https://doi.org/10.1089/jpm.2010.0093 [doi.org]

• Tian, J., Hui, Z., & Lei, H. (2025). The impact of teacher feedback on medical students’ self-regulated learning: A serial mediation model of teacher-student interaction and sense of school belonging. BMC Medical Education, 25(1), 303. https://doi.org/10.1186/s12909-025-06888-3 [doi.org]

• Van Hell, E. A., Kuks, J. B. M., (Janet) Raat, A. N., Van Lohuizen, M. T., & Cohen-Schotanus, J. (2009). Instructiveness of feedback during clerkships: Influence of supervisor, observation and student initiative. Medical Teacher, 31(1), 45–50. https://doi.org/10.1080/01421590802144294 [doi.org]

• Wong, S. N., Luo, C. (John), MacDonald, G., & Hatala, R. (2022). A qualitative study of medical students’ perceptions of resident feedback. Medical Education, 56(10), 994–1001. https://doi.org/10.1111/medu.14847 [doi.org]

Provider Contact Information
Provider contact information for questions regarding accreditation of the activity:

Center for Learning and Professional Development
ACE Office
Dartmouth Health
[email protected]

Mitigation of Relevant Financial Relationships

Dartmouth Health adheres to the ACCME’s Standards for Integrity and Independence in Accredited Continuing Education.  Any individuals in a position to control the content of a CE activity, including planners, faculty, authors, or others are required to disclose all financial relationships with ineligible companies^.  All relevant financial relationships have been mitigated prior to the commencement of the activity.

^Ineligible Company is any entity whose primary business purpose is producing, marketing, selling, re-selling or distributing healthcare products used by or on patients.