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Iain Beardsell and Simon Carley revisit the February 2026 posts on trauma team leadership and feedback. The discussion covers interpreting CT reports, maintaining momentum after imaging, purposeful log rolls and making feedback specific enough for learners to use.

A recorded talk on making feedback useful in clinical settings, with examples of how to deliver it and approaches to avoid. Running just over 28 minutes, it draws on years of St Emlyn’s teaching and links to earlier work on feedback and conflict resolution.

Simon and Natalie discuss the principles of feedback and the difficulties of conversations between clinical departments. This podcast considers feedback in education and clinical practice, with reference to Stone and Heen's book Thanks for the Feedback.

How can feedback help clinicians and teams improve? Drawing on a 2018 conference session in Graz, Simon Carley distinguishes appreciation, coaching and evaluation. He explores receiving difficult feedback, agreeing its purpose, peer observation and the practical choices that make a conversation more useful.

Some of the St.Emlyn’s team are in New York this week talking at ‘The Teaching Course’. One of our sessions is on feedback and this post is designed to support […]

How can clinical feedback become a useful conversation rather than a telling-off? Natalie May explores preparation, shared goals and specific observations, showing how curiosity about a trainee's reasoning can lead to reflection, agreed actions and a stronger learning relationship.

Can case conferences help teams learn without becoming an exercise in blame? Rick Body uses a hypothetical asthma emergency to explore constructive reflection, fair feedback and the importance of recognising good care alongside opportunities to improve.

How do you discuss a clinical error without either minimising its consequences or destroying a colleague's confidence? Simon Carley reflects on a missed fracture and the emotional impact of feedback, exploring supportive follow-up, changes in practice and the value of sharing our own mistakes.

A learning plan needs more than a topic and a reading list. How do we work out what needs to change, and find out whether our efforts have helped?

Why do learners put the work in, and what can a supervisor do when enthusiasm is hard to find? Self-determination theory gives us somewhere to start.