Neher: Correct Mistakes

When the learner has demonstrated mistakes, such as omissions, distortions, or misunderstandings, it is important to provide timely feedback in a comfortable environment and way.

• As soon as possible after a mistake, find an appropriate time and place to discuss what went wrong.
• Allow the learner the first opportunity to critique; this will often save you the necessity of having to do so.
• Give "smart" feedback: make it specific, measurable, achievable, relevant, and timely - also consider that you are in an appropriate location! 

Sample Feedback

• Once the student self-assesses, you might say, "...in similar cases, I have been successful saying X."
• The items on your differential are excellent. Is there a reason you did not include any infectious causes? One way to avoid prematurely closing your differential is to..."

Example Questions

• How do you think that went?
• How did you feel about that process?

Rationale

• Mistakes left unattended have a high probability of being repeated.
• Negative feedback is a misnomer. All feedback is constructive…you are correcting misconceptions or behavior, not the individual.
• Not correcting mistakes suggests they were accurate while reinforcing misunderstandings.