Filling the Feedback Gap in Cardiovascular Education

According to the Core Cardiovascular Training Statement 4 (COCATS 4), the latest statement of training guidelines published in the Journal, "An optimum training environment includes bidirectional evaluations, in which faculty evaluate and provide positive or negative feedback to trainees and trainees evaluate faculty" (1). By emphasizing behaviors rather than personality, we limit the tendency for feedback sessions to become personal. [...]feedback can lead to objective actions that facilitate tangible change. [...]as an educational community, we need to actively train our fellows and faculty in the methods of feedback and use this as an expected and reinforced performance measure in our academic faculty.