Verbal Feedback for Continuous Learning (updated)



  1. Establish feedback as an expected, frequent educational routine

  2. Link feedback to the learners’ goals and to established learning objectives

  3. Observe with efficiency—short, targeted observations for data collection

  4. Focus feedback on your observations of specific, modifiable behaviors

  5. Conduct timely conversations

  6. Use the framework: Prepare to ADAPT: Ask–Discuss–Ask–Plan Together

  7. Keep your feedback brief and digestible - limit to 1-2 main points each time

  8. Plan future performance improvements with the learner


» Verbal Feedback Tips (PDF)

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UW Medicine Faculty have access to Send an email at to receive login information.
Co-sponsored by UW Department of Family Medicine.

ABOUT connects medical schools and community preceptors. It delivers videos, tips, answers to frequently asked questions, and links to in-depth information on topics such as:

  • Preparing a practice team for a learner
  • Orienting a learner 
  • Precepting principles 
  • Teaching strategies
  • What to teach
  • Giving feedback
  • Assessment and Evaluation
  • EHRs and health informatics 
  • Learners in difficulty

The site helps preceptors do their jobs more effectively. It also helps medical schools and residency programs recruit, train, and retain community preceptors and meet accreditation requirements for faculty development.

Teaching the Physical Exam in SHORT Encounters



  1. Set the stage for the patient encounter with the student.
  2. Highlight specific physical examination goals.
  3. Observe the student perform some aspect of the examination and provide coaching as they examine the patient.
  4. Require that the student commits to a description of their findings.
  5. Teach based on the patient’s physical examination findings.


» Teaching the Physical Exam in “SHORT” Encounters (PDF)

Oral Case Presentation



  1. Oral case presentations are the fundamental way in which we communicate in medicine. To do this effectively, the content should be organized, clear, succinct, and with sufficient repetition to ensure understanding.
  2. Experts build OCPs by first considering the diagnoses they have in mind, then distilling the narrative in a way that implicitly highlights information relevant to the diagnoses under consideration.
  3. OCPs follow the same organization as a written H&P, and effective transition sentences ensure that listeners remain oriented to each relevant section.
  4. The OCP Assessment is an opportunity to highlight important findings, using repetition to ensure understanding among listeners.


» Oral Case Presentation Summary (PDF)