Feedback in Medical Education: An Evidence-based Guide to Best Practices from the Council of Residency Directors in Emergency Medicine.


Within medical education, feedback is an invaluable tool to facilitate learning and growth throughout a physician's training and beyond. Despite the importance of feedback, variations in practice indicate the need for evidence-based guidelines to inform best practices. Additionally, time constraints, variable acuity, and workflow in the emergency department (ED) pose unique challenges to providing effective feedback. This paper outlines expert guidelines for feedback in the ED setting from members of the Council of Residency Directors in Emergency Medicine Best Practices Subcommittee, based on the best evidence available through a critical review of the literature. We provide guidance on the use of feedback in medical education, with a focus on instructor strategies for giving feedback and learner strategies for receiving feedback, and we offer suggestions for fostering a culture of feedback.





Published Version (Please cite this version)


Publication Info

Natesan, Sreeja, Jaime Jordan, Alexander Sheng, Guy Carmelli, Brian Barbas, Andrew King, Kataryza Gore, Molly Estes, et al. (2023). Feedback in Medical Education: An Evidence-based Guide to Best Practices from the Council of Residency Directors in Emergency Medicine. The western journal of emergency medicine, 24(3). pp. 479–494. 10.5811/westjem.56544 Retrieved from

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Sreeja M Natesan

Associate Professor of Emergency Medicine

Dr. Sree Natesan is an Associate Professor and Associate Program Director in the Duke University Department of Emergency Medicine. She is committed to the advancement of education, clinical teaching/feedback, and diversity, equity & inclusion (DEI). 

Regarding advancing medical education and fostering inclusive learning environments: She has had a broad clinical and research training including ACEP Teaching Fellowship, Academic Life in Emergency Medicine Faculty Incubator Program, AAMC Medical Education Research Certificate Program, Duke Educational Skills Longitudinal Mentorship Program, Duke Academy for Health Professions Education and Academic Development (AHEAD) Certificate Program, among others. She has shown herself a leader in medical education, having been awarded the CORD Junior Faculty Award, ACEP Junior Faculty Teacher Award, CORD Academy Scholar Award for Teaching and Evaluation. She is a leader on various national committees for MedEd including Council of Emergency Medicine Residency Director (CORD) Education Committee, co-Chair of the CORD Best Practices Subcommittee, Chair of CORD Academy for Scholarship Research Pillar.  Dr. Sree Natesan also serves as Chief Academic Officer for Academic Life in EM (ALiEM) Faculty Incubator Program, an international faculty development program. She is co-founder and director of the Duke GME Medical Education Leadership Track (MELT), a longitudinal resident/fellow-as-teachers program across all GME specialties, which has graduated over 150 trainees and fellows since 2018. She is also the Duke GME co-chair for the Professional Development Committee to help provide resources to all training programs at Duke. 

Regarding advancing diversity, equity, and inclusion within MedEd:  She serves as co-founder and co-chair of Duke EM Justice Equity Diversity & Inclusion (JEDI) as well as on national committees for advancing Medical Education and DEI. She is Vice Chair for the CORD DEI committee (rising Chair for 2024) and is the current secretary for SAEM ADIEM. She has helped lead institutional and national conferences on holistic review for resident recruitment, implicit bias, and upstander training against microaggression.  She has been the invited speaker within Duke, as well as speaking nationally at CORD and SAEM. She has helped to create the CORD DEI track for the CORD Academic Assembly as well as the virtual conference to help EM programs grow the diversity of their programs and create inclusive training spaces.  She is actively involved in community outreach, mentorship, and pipeline/pathline programs such as HPREP.

Her primary research interest and expertise is in clinical teaching and feedback by incorporating innovative novel strategies in the Emergency Department (ED) as well as advancing Diversity, Equity, and Inclusion. 

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