Written narrative feedback, reflections and action plans in single-encounter observations: an observational study

A variety of assessment instruments have been developed with the aim of improving the use of feedback on observed performance in the workplace [1]. Literature shows that feedback should preferably be specific and clear, and more recently the importance of reflection on feedback has been emphasized as well. Reflection should lead to a dialogue between trainer and trainee, aimed at better processing and translation of feedback into action plans [2]. To investigate how this theory plays out in practice, we analyzed the frequency, specificity and interdependence of reflections, feedback and action plans reported through an instrument for observational assessment.