Table 4.

Representative student survey comments

Please provide any comments you may have on the strengths and/or weaknesses of the face-to-face feedback process implemented in your CBL group.

This feedback process was a highlight of the CBL process for me. The CBL learning modality emphasizes teamwork skills, and the inclusion of both giving and receiving in- person feedback was a valuable addition to the teamwork atmosphere, and to our education. Not to mention that it helped me better understand my strengths and weaknesses in such a setting.

In my experience, anonymous peer feedback tends to be ironically more superficial, as many people don’t put as much thought into what they say. I felt that, in face-to-face feedback, people were willing to think more about their feedback and increase the level of variety.

In order for this process to be successful the facilitator must play a role in effectively describing what specific feedback entails and probing when nonspecific or generic feedback is offered by a student. If this is not done, the feedback quickly becomes generic and useless. However, when it is performed correctly, I feel that this system is as effective or more than anonymous online feedback. It also helps with the overall group cohesiveness and relationships.

It provided an opportunity to practice receiving face to face feedback much as we would during clinical year. It also gave me a chance to practice giving feedback to someone’s face which is a different challenge than filling out an anonymous survey.

Face-to-face feedback was an excellent way of gaining experience and confidence in giving productive in a professional environment, which many of us may not have had before. I would say the only drawback is that I think sometimes people might hold back on concerns or complaints they have about someone when feedback is done so publicly.

I truly believe doing this exercise has made me better and more comfortable at giving feedback face to face. There is a real art in being able to give constructive feedback to a team member. Being able to motivate and provide specifics while refraining from coming across as paternalistic or self-righteous is hard but attainable through practice.

Face-to-face feedback helped me learn to articulate my feedback in a helpful and friendly way. It also improved my ability to receive and interpret feedback effectively by restating my peers’ comments and asking follow-up questions when needed. The quality of the feedback that we all gave improved tremendously throughout the block and improved the cohesion and effectiveness of the group as a whole. I especially appreciated the CBL facilitators who would push each of us to give specific and concrete feedback, rather than generalizations--the process had more of an impact when he or she insisted upon this.

I think that the face-to-face feedback process prepares us much more for how feedback works in real life when we are working in the hospital because that is how most feedback is given. It teaches us how to not only learn how to receive feedback but also how to give constructive feedback in a way that is useful for the person but not offensive / harmful.

Receiving and giving face-to-face feedback is a good life skill; I felt really comfortable with my classmates by that point in the year and wasn’t embarrassed to say what I felt, but I liked being able to practice in that safe environment for future situations.