providing feedback on presentations

How to give feedback on a presentation

Knowing how to give feedback on a presentation helps people become better presenters, sharpens their message, and gauges audience engagement ahead of time.

December 7, 2022

How many times have you been asked to give feedback on a presentation, and, while trying to organize your thoughts after hearing the presentation in real-time, found it hard to muster anything more than, "It's good"?

Or, you've taken the time to give thoughtful, nuanced advice on how a colleague can improve their presentation, only to find that you don't know exactly how to communicate it, or they don't know exactly how to implement it?

Any kind of creative feedback is difficult to conceptualize without the proper context, and that's doubly true for presentations, where you're often asked to listen to the presentation, absorb the information it's conveying, process your thoughts, and deliver a critique — all in real time. No one can give good feedback that way, but it's not the presenter's fault (or yours!). You just need a better feedback process.

Giving better presentation feedback requires examining two things:

• The feedback itself
• How it's being given (and received)

Ready to learn how to improve them both? Let's get started.

Why it's important to give feedback on a presentation

Giving feedback on a presentation comes with several key benefits.

It promotes growth and builds better presentation skills

No one is born an effective presenter. It takes time, skill, and practice to build public speaking and communication skills to where you can knock a presentation out of the park — every time.

As the old adage goes, practice makes perfect. Giving practice presentations for feedback from trusted peers and colleagues gives you an opportunity to get more presenting time under your belt — with lower stakes.

And by giving effective, actionable feedback (more on that below) to a colleague, you help ensure their next presentation is even better, which can benefit your company or organization.

It helps sharpen the message

When it comes to getting the message exactly right in a presentation, self evaluation can really only go so far. Sometimes it takes another point of view (or several of them, from all across your organization) to collaborate and craft exactly what key points you want attendees to take away from a presentation. Giving feedback allows you to help refine and sharpen the message — and to work with others who are also giving feedback — until it's perfect.

It gauges audience engagement

One of the hardest things about giving a presentation is holding audience attention from the first slide until the last.

This is especially true for an oral presentation that doesn't have any audiovisual components. In this case, it's crucial to know if there are any points where audience members might be more prone to losing focus — like if your presentation gets a little too in the weeds.

Giving feedback allows you to put yourself in the audience's shoes. Try to see and hear the presentation from their perspective, and if there's any point where you feel your mind start to wander, make a note of it — that's a point where audience engagement may be at risk during the real thing.

All feedback is not created equal

It's important to note that not all feedback is good feedback.

Not all feedback provides a benefit to the person giving the presentation. It isn't all actionable. It isn't all relevant. It isn't all useful.

When feedback is bad, it's usually for one of two reasons.

The feedback itself is of poor quality

Even when you have the best of intentions, you might still give bad feedback.

Some examples of poor quality feedback include:

• Feedback that's vague or unclear
• Feedback that's overly personal or meant as an attack
• Feedback that's dishonest, even if intended to spare the presenter's feelings

The feedback isn't communicated effectively

It's also possible to have useful feedback to give to a presenter, but to lack an effective system for communicating it. This can be especially challenging when there are multiple people trying to give feedback on one presentation at the same time. 

That's why bubbles is the best way to give feedback on a presentation. 

The presenter can record their speech, including a video of their screen to capture a Powerpoint presentation or any other visual aid they plan to use. Then, colleagues who are giving feedback can do so by leaving their comments at the exact, time-stamped moment where their feedback applies — and they can give their critique in text, audio, or video. Anyone can respond to a comment within a thread that captures (and preserves) all the context of the conversation so far. This makes it easier for a group to give feedback collaboratively, and makes it possible for the presenter to refer back to feedback at any time.

6 ways to give effective feedback on a presentation

Ready to give feedback that will turn a good presentation into a great one? The six tips below will help you give feedback that's effective and useful to the presenter, leaving them with clear takeaways they can use to level up their presentation. Let's get started.

Be specific

When giving feedback, try to be as specific as possible. Rather than saying something like, "I thought the presentation was effective," tell the presenter exactly what was effective. For example, a better piece of feedback is: "The key takeaway from the fifth slide was clear and really resonated with me." It tells the presenter exactly what you thought worked, rather than a vague, catch-all compliment.

If you're having trouble being more specific with your feedback (like if you aren't sure how to articulate your advice), sometimes an example can help! In your bubble comment, use a snippet of your own presentation (or even a Ted Talk or other professional speaking event) to more clearly illustrate what you're asking the presenter to do or change.

When you leave comments on the presenter's bubble, be sure to time-stamp them to the exact part of the presentation where the feedback applies. This can help ensure that the presenter gets the most value from your feedback, and can see what you mean in the proper context.

Be actionable

Even if your feedback is as specific as possible, it won't help the presenter if there's nothing they can do about it. That's why the next tip is to give feedback that's actionable — that is, don't just tell the presenter what they should change, but tell them what steps they can take to improve.

For example, don't just say someone needs to work on their body language while presenting. Tell them, as specifically as possible, how their body language could be improved; for example, if they should make more eye contact with audience members or gesture more with their hands while speaking.

You can even take this a step further and explain why you made this suggestion. For example, this feedback might be something like, "I would suggest making an effort to make eye contact with more members of the audience. This will engage more people and hold their attention, while helping your speech sound more natural."

Be constructive

In the same vein as giving actionable feedback is making sure you're giving constructive feedback — that is, that your feedback is about things the presenter can control and change.

Constructive criticism can be difficult to do well. It requires pointing out ways a presenter can improve — sometimes ways that can feel personal to them as they're on the receiving end of the feedback. But if the feedback is truly constructive, it's better to give it than to sugarcoat your critique to spare a presenter's feelings. And if hurting the presenter's feelings is the goal for the feedback, it's definitely not constructive.

Call out positives along with points of improvement

When giving feedback on a presentation, it can be easy to only focus on things you feel the presenter needs to improve. But it's just as important to give positive feedback that lets them know what they're doing well.

In fact, you might want to work even harder to find the positives than to point out places where the presenter can improve. In one study, conducted by academic Emily Heaphy and consultant Marcial Losada, team effectiveness was measured and compared with the ratio of positive and negative comments that team members made to one another. Heaphy and Losada found that in the most effective teams, the ratio was 5.6 — meaning those team members gave each other nearly six positive comments for every single negative one.

Medium performing teams averaged 1.9 positive comments for each negative one. And low performing teams were more negative than positive, with a 0.36 ratio (nearly three negative comments for every positive one).

The research shows that, as tempting as it may be to only point out ways a presenter can improve, it may help them even more to find as many positives as possible to go along with your constructive criticism.

This is another tip where you have a balance to strike. You should give feedback to the presenter quickly, but not so quickly that you don't have time to absorb their presentation and process your thoughts, first.

Giving feedback in real-time (for example, in a review meeting) can seem effective, since it gives the presenter a way of receiving feedback instantly. However, giving instant feedback isn't always ideal for the colleagues who are critiquing the presentation, who might give more helpful feedback if they have more time to gather their thoughts.

When you use bubbles to give feedback on a presentation, it allows everyone on the team to give feedback at their own pace. It also allows people to watch the presentation more than once, or go back through certain sections they'd like to revisit before giving feedback.

It also eliminates the need to schedule a meeting to deliver presentation feedback. Even if the presenter and people giving feedback are separated by time zones , they can watch the presentation and deliver feedback at times that are convenient for them — and the presenter can access (and action) that feedback whenever they're back online.

Do a few rounds of feedback

As everyone gives their feedback, they can collaborate in comment threads in the bubble. This allows everyone to see what's been said already, including all the context and nuance of the discussion, keeping everyone on the same page. The presenter can follow up with comments, and those giving feedback can watch the presentation more than once to give a few rounds of feedback.

This helps ensure that feedback is as comprehensive as possible, and that the presenter and everyone critiquing their presentation is able to focus on any key messages that come out of the feedback rounds — what changes are most impactful? What will really take this presentation to the next level?

Make feedback more comprehensive and collaborative

Giving feedback on a presentation will be most effective when your entire team can work together, seamlessly, to give comprehensive feedback to the presenter. With bubbles, you can have that conversation together, with all the context necessary to craft the perfect presentation.

Get started today with bubbles' free Chrome extension and start working together, in context.

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How to Give Feedback on Presentation (Step by Step Guide)

Presentations can be a powerful tool to inform, persuade, or inspire. But let's be honest, they can also be nerve-wracking experiences. You pour your heart and soul into crafting the content, but the real test lies in how it resonates with your audience.

Did your message land? Were you able to communicate key points effectively? The answer often hinges on one crucial element: presentation feedback.

Here's the thing: Feedback isn't just about pointing out flaws. It's a double-edged sword that can elevate your presentation skills and drive you towards becoming a confident and impactful presenter. 

Constructive feedback provides valuable insights that can help you refine your delivery, strengthen your content, and connect with your audience on a deeper level. Presentation feedback acts as a mirror, reflecting our strengths and weaknesses and empowering us to continuously hone our craft.

But how do you ensure you're giving and receiving feedback that's truly helpful? This blog will equip you with the tools to navigate the feedback process effectively. 

Characteristics of Effective Feedback

Not all feedback is created equal. Effective feedback is a carefully crafted message that provides clear direction for improvement while fostering a positive learning environment.

Here are the key characteristics that define effective feedback on presentations:

(1) Specific

Ditch vague comments like "good job" or "it needs work" . Instead, pinpoint specific aspects of the presentation that were strong and areas where improvement is possible.

For example, "Instead of saying 'your slides were a bit crowded,' you could offer: 'The information on slide 5 seems overwhelming. Consider breaking it down into two slides or using bullet points to improve readability.'"

Another example of effective feedback might be: "The data you presented on target audience demographics was clear and well-organized (positive note).

However, consider briefly explaining how this data will be used to tailor the campaign message for different audience segments (actionable suggestion)."

(2) Actionable

Good feedback goes beyond simply identifying issues. It provides concrete suggestions for improvement.

Instead of saying, "Your body language seemed stiff," offer actionable advice like "Focusing on maintaining eye contact with different audience members can help project confidence and connect with the audience on a more personal level."

(3) Respectful

Remember, the goal is to provide constructive criticism, not tear someone down. Maintain a respectful and encouraging tone.

Phrase your feedback in a way that focuses on the presentation itself, not the presenter's personality.

(4) Future-Oriented

Effective feedback should be focused on something other than past mistakes. Frame your suggestions in a way that guides the presenter towards future presentations.

(5) Balanced

While constructive criticism is important, don't neglect to acknowledge the presenter's strengths.

A positive note at the beginning or end of your feedback can create a more receptive environment and reinforce positive behaviors.

Giving Feedback Like a Pro: A Step-By-Step Guide

So, you're ready to provide effective feedback on a presentation, but where do you begin? 

This step-by-step guide will equip you with the tools to deliver clear, actionable feedback that is ultimately well-received.

Step 1: Preparation

Before diving headfirst into feedback, take a moment to familiarize yourself with the context of the presentation. Review the presentation material beforehand, focusing on the topic, objectives, and key messages the presenter aimed to convey.

Understanding the presenter's goals allows you to tailor your feedback for maximum impact.

Step 2: Active Observation

Shift your mindset from passive observer to active listener. Pay close attention to the presenter's delivery, both verbal and nonverbal.

This includes:

• Content:  Is the information clear, concise, and well-organized? Does it effectively support the  key points ?
• Delivery:  Is the pace appropriate? Does the presenter use vocal variety to keep the audience engaged?
• Visual Aids:  Are the slides visually appealing and easy to understand? Do they complement the spoken content or create distractions?
• Body Language:  Does the presenter maintain good posture and eye contact with the audience? Does their body language convey confidence and enthusiasm?

Step 3: The Feedback Framework

Now for the heart of the matter: delivering your feedback!

Here's a framework to ensure your message is clear and constructive:

(1) Set the Stage

Briefly acknowledge the topic and  objectives  of the presentation. This helps the presenter understand the context within which you're providing feedback.

(2) Specificity is Crucial

Avoid vague comments. Instead, highlight specific aspects of the presentation that were effective and areas for improvement.

For example, "The opening story did a great job of grabbing the audience's attention (positive note). However, some of the technical terminology on the following slides might have been confusing for a non-specialist audience (actionable suggestion)."

(3) The Positive Sandwich

Frame your feedback with a positive note. Compliment the presenter on something they did well before offering constructive criticism. This creates a more receptive environment for feedback.

(4) Open-Ended Questions

Don't just tell; prompt discussion. Use open-ended questions to encourage the presenter to reflect on their delivery and explore potential improvements.

For example, "How did you feel the audience responded to that particular statistic?"

(5) Focus on the Future

Instead of dwelling on what went wrong, frame your feedback in a way that guides the presenter towards future presentations.

For example, "Consider adding a real-world example to illustrate that point for your next audience."

(6) Delivery Matters

Remember, even the most valuable feedback can fall flat if delivered poorly. Maintain a respectful and encouraging tone, and avoid accusatory language.

Focus on providing helpful suggestions for improvement.

(7) Consider the Audience

Tailoring your feedback to the audience can also be beneficial. If you're providing feedback to a colleague for a client presentation, your focus might be on the clarity and persuasiveness of the message.

For internal presentations, you might emphasize the organization and flow of the content.

Receiving Feedback Gracefully: A Practical Guide

So you've just delivered a presentation, and now comes the feedback.

While constructive criticism can feel daunting, it's actually a gift – a valuable opportunity to identify areas for improvement and elevate your presentation skills. But how do you ensure you receive feedback with grace and a growth mindset?

Here are some practical tips to help you navigate the process effectively:

(1) Maintain a Positive Attitude

It's natural to feel defensive when receiving feedback, especially if it's critical. However, resist the urge to get discouraged.

Remember, the goal is to learn and grow. Approach the feedback session with an open mind and a willingness to listen. Thank the person for their time and effort, and express your genuine interest in their insights.

(2) Active Listening is Key

Don't just hear the feedback; actively listen. Pay close attention to the specific points being raised. Ask clarifying questions if needed to ensure you fully understand the feedback.

Taking notes can also be helpful to remember key points for later reflection. If taking notes manually feels distracting and difficult, consider utilizing AI note-taking assistants like  Wudpecker .

Wudpecker's AI features automatically transcribe meetings and generate summaries, capturing key points and decisions. This will free you from the burden of note-taking, allowing you to fully engage in the discussion. 

(3) Separate Feedback from Emotion

It's easy to take feedback personally. However, try to separate the feedback from your own emotions.

Focus on the content of the message, not the delivery. Remember, the feedback is about the presentation, not you as a person.

(4) Identify Actionable Items

As you listen to the feedback, identify specific, actionable items you can work on to improve your future presentations.

This might involve refining your content structure, incorporating new visual aids, or practicing your delivery techniques.

(5) Don't Try to Defend Yourself

The urge to defend your choices is understandable but resist it. Instead, acknowledge the feedback and take time to process it later.

You can always ask follow-up questions for clarification, but avoid getting into a defensive debate.

(6) Express Gratitude

Thank the person for their feedback, regardless of whether it's positive or critical. Their willingness to share their insights is a valuable asset to your growth as a presenter.

(7) Reflect and Refine

Once you've received the feedback, take some time to reflect on it. Consider which points resonate most and identify areas where you can make improvements.

Develop a plan to incorporate the actionable items into your presentation skills development strategy.

Enhancing Presentation Skills Through Feedback

We've established that presentation feedback is a powerful tool for improvement. But how exactly can you leverage this feedback to enhance your presentation skills and become a more confident and impactful communicator? 

Here are some ways to turn feedback into action:

Self-Evaluation and Targeted Feedback

Seeking feedback doesn't have to be a one-time event. Develop a habit of self-evaluation after each presentation. Consider areas where you felt strong and areas where you could improve.

Based on your self-assessment, identify specific aspects you'd like to get targeted feedback on from colleagues or mentors. This targeted approach allows you to delve deeper into specific skills and receive focused insights.

Embrace Diverse Feedback Sources

Don't limit yourself to feedback from just one or two people. Seek feedback from a diverse audience whenever possible.

This could include colleagues, managers, clients, or even friends and family who witnessed your presentation.

Each person will have a unique perspective, offering valuable insights into how your message resonated with different audience members.

Leverage Technology

Technology can be a powerful tool for gathering feedback. Consider using online feedback forms or survey tools to collect anonymous feedback from a wider audience.

You can also record your presentations and watch them back to identify areas for improvement in areas like pacing, body language, and vocal variety.

Practice Makes Progress

Once you've identified areas for improvement based on feedback, it's time to put that knowledge into action!

Practice your delivery with a focus on the specific skills you're working on.

Role-play with a colleague, record yourself practicing, or join a public speaking group to gain experience and refine your presentation style.

Consistency Is Key

Remember, presentation skills don't develop overnight. The key to becoming a confident and impactful presenter lies in consistent effort and dedication.

Integrate feedback into your ongoing development plan, actively seek opportunities to present, and continuously strive to refine your craft.

Presentations can be powerful tools for informing, persuading, and inspiring, but mastering the art of delivery takes dedication and continuous improvement.

This blog has equipped you with the knowledge to harness the power of presentation feedback. You've learned how to provide clear, actionable feedback that empowers presenters, and you've explored strategies for receiving feedback with grace and a growth mindset.

Remember, the journey to becoming a captivating presenter is an ongoing process. Embrace the power of feedback, actively seek opportunities to practice, and never stop refining your skills.

By consistently seeking improvement, you'll transform those nervous presentation jitters into the confidence and clarity needed to deliver truly impactful presentations that resonate with any audience.

What Is an Example of Feedback on a Presentation?

Scenario:  You listened to a presentation on the benefits of switching to a new project management software. 

Here's how you could provide constructive feedback:

Positive Aspects:

• Clear Introduction:  "The introduction did a great job of grabbing the audience's attention by highlighting the common pain points associated with traditional project management methods. It effectively set the stage for the presentation."

Areas for Improvement:

• Visual Aids:  "The slides felt a bit text-heavy at times. Consider incorporating more visuals like charts, graphs, or even screenshots to illustrate the features and benefits of the new software."
• Content Depth:  "While you covered the key features of the software, it might be beneficial to delve deeper into how it addresses specific challenges faced by different user groups within the company (e.g., project managers vs. team members)."

Actionable Suggestions:

• "For your next presentation, you could try including a short demo of the software in action to showcase its user-friendliness."
• "Consider adding a slide that compares the new software to existing options, highlighting its unique advantages."

How Do You Comment on a Good Presentation?

Here are some ways to comment on a good presentation:

Highlight Specific Strengths:

• Content:  "The information you presented was clear, concise, and well-organized. It was easy to follow and understand." (focuses on clarity and structure)
• Oral Presentation:  "You delivered the presentation with great enthusiasm and confidence. Your use of vocal variety kept the audience engaged." (highlights delivery skills)
• Visual Aids:  "The slides were visually appealing and effectively complemented your spoken points. They were easy to read and understand." (focuses on visuals)
• Structure:  "The flow of the presentation was logical and well-paced. You transitioned smoothly between topics and kept the audience engaged throughout." (highlights structure and audience engagement)

Focus on Impact:

• "Your presentation was very informative and insightful. I learned a lot about [topic]."
• "You did a great job capturing the audience's attention and keeping them engaged throughout the presentation."
• "Your presentation was well-organized and easy to follow. I felt like I had a clear understanding of the key points."
• "I particularly enjoyed [specific aspect of the presentation, e.g., the real-world example you used, the humor you incorporated]."

Positive and Encouraging Tone:

• "Overall, it was a very impressive presentation. Well done!"
• "I can tell you put a lot of effort into this presentation, and it showed. Great job!"
• "Thank you for sharing your insights with us. It was a very informative presentation."
• "I look forward to seeing more presentations from you in the future."
• Be genuine and specific in your compliments. Make sure you are giving constructive feedback.
• Tailor your comments to the presenter and the presentation content.
• Focus on both the delivery and the content itself.
• End with a positive feedback and encouraging note.

How Do You Give Peer Feedback to a Presentation?

Here are some things to keep in mind when giving peer feedback on presentation:

Before the Feedback:

• Preparation:  Review the presentation topic and objectives beforehand (if available) to understand the presenter's goals.
• Mindset: Approach the feedback with a positive and helpful attitude.

Delivering the Feedback:

• Start Positive:  Start by acknowledging the presenter's effort and highlighting your observed strength.
• Specificity is Key:  Focus on specific aspects of the presentation, both positive and areas for improvement. Avoid vague comments.
• Actionable Suggestions:  Don't just point out problems; offer suggestions for improvement. Use "I" statements to frame your feedback (e.g., "I found the opening story engaging. Perhaps adding a visual element could enhance it further").
• Respectful Tone:  Maintain a respectful and encouraging tone throughout the feedback session.
• Focus on the Future:  Frame your suggestions in a way that guides the presenter towards future presentations.
• Open-Ended Questions:  Consider asking open-ended questions to encourage discussion and reflection (e.g., "How did you feel the audience responded to that statistic?").

Here’s an Example of How You Might Structure Your Feedback:

"Thanks for the presentation, [presenter's name]. I really enjoyed the way you [positive aspect, e.g., explained the technical details clearly and concisely]. I noticed that [area for improvement, e.g., some of the slides seemed text-heavy]. Perhaps you could consider [actionable suggestion, e.g., using bullet points or visuals to break up the text]."

Additional Tips for Constructive Feedback:

• Tailor Your Feedback:  Consider the audience and purpose of the presentation when providing feedback.
• Be Mindful of Time:  Keep your feedback concise and focused on the most important points.
• Offer to Help:  If you have specific skills or resources that could benefit the presenter, offer your help.
• Welcome Questions:  Encourage the presenter to ask clarifying questions or seek further feedback.

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.css-1qrtm5m{display:block;margin-bottom:8px;text-transform:uppercase;font-size:14px;line-height:1.5714285714285714;-webkit-letter-spacing:-0.35px;-moz-letter-spacing:-0.35px;-ms-letter-spacing:-0.35px;letter-spacing:-0.35px;font-weight:300;color:#606F7B;}@media (min-width:600px){.css-1qrtm5m{font-size:16px;line-height:1.625;-webkit-letter-spacing:-0.5px;-moz-letter-spacing:-0.5px;-ms-letter-spacing:-0.5px;letter-spacing:-0.5px;}} Best Practices Become a better presenter -- with a little help from your friends

by TED Masterclass Team • May 12, 2020

Getting useful feedback can be a critical step in developing an effective presentation - it can also be harder to find than you might expect. Honest feedback calls on you to be vulnerable, and forces your feedback partner to sometimes deliver difficult constructive criticism. The good news is that this type of deep and authentic feedback can encourage personal growth and a willingness to take creative risks.

Get high-quality feedback that elevates your presentation skills by putting in a little extra preparation and focus.

First, decide who to ask for feedback

Feedback can feel personally risky if it’s coming from a close friend or colleague. Because these relationships are so important to us, honest feedback can end up feeling critical. In these situations, it can become tempting to give non-critical feedback, but that’s not helpful.

The person you work with to give you feedback should be someone:

• You want to learn from, who pushes you to think creatively
• With a different perspective - it can help to look beyond the people you spend a lot of time with personally or professionally
• Who shares your enthusiasm for acquiring new skills and is excited for you to become a better presenter

Then, prepare to receive feedback

Just as important as deciding who will be giving you feedback, is creating an environment and mindset where giving and receiving constructive feedback is easy.

• Create a distraction-free time and space for getting feedback. Ideally both of you should be present, focused, and open. If we’re feeling stressed or pressed for time, it’s hard to be a good feedback partner. That’s why it’s wise to tune in to how you’re feeling before you schedule a session.
• Remind the person that you’re looking for honest feedback to be the best presenter you can be.
• Before getting started, tell the person if there are any specific aspects of your idea or talk that you’d like them to focus feedback on.

Finally, ask the right questions

Giving feedback can be overwhelming for your partner if they don’t know what they should be focusing on. Decide on these areas ahead of time, and let your partner know. Then follow up with questions that will help them hone in on the most helpful feedback points for you.

Get overall feedback using these three questions:

• What works?
• What needs work?
• What’s a suggestion for one thing I might try?

Get specific feedback using these questions:

• Delivery: How is it landing for you overall? Are there places where your attention is wandering? What’s distracting?
• Content: Do you get this - will the audience? What questions do you have? Where are you engaged? Surprised? Moved? Is there a clear takeaway for the audience? Do you have any clarifying questions?

Good feedback is a gift that can really elevate your presentation skills. Make the most of your feedback opportunities with a little preparation.

© 2024 TED Conferences, LLC. All rights reserved. Please note that the TED Talks Usage policy does not apply to this content and is not subject to our creative commons license.

How to Give Effective Presentation Feedback

A conversation with sam j. lubner, md, facp.

Giving an effective scientific presentation, like all public speaking, is an acquired skill that takes practice to perfect. When delivered successfully, an oral presentation can be an invaluable opportunity to showcase your latest research results among your colleagues and peers. It can also promote attendee engagement and help audience members retain the information being presented, enhancing the educational benefit of your talk, according to Sam J. ­Lubner, MD, FACP , Associate Professor of Medicine and Program Director, Hematology-Oncology Fellowship, at the University of Wisconsin Carbone Cancer Center, and a member of ASCO’s Education Council.

Sam J. ­Lubner, MD, FACP

In 2019, the Education Council launched a pilot program to provide a group of selected speakers at the ASCO Annual Meeting with feedback on their presentations. Although some of the reviewers, which included members of the Education Council and Education Scholars Program, as well as ASCO’s program directors, conveyed information to the presenters that was goal-referenced, tangible, transparent, actionable, specific, and personalized—the hallmarks of effective feedback—others provided comments that were too vague to improve the speaker’s performance, said Dr. Lubner. For example, they offered comments such as “Great session” or “Your slides were too complicated,” without being specific about what made the session “great” or the slides “too complicated.”

“Giving a presentation at a scientific meeting is different from what we were trained to do. We’re trained to take care of patients, and while we do have some training in presentation, it usually centers around how to deliver clinical information,” said Dr. Lubner. “What we are trying to do with the Education Council’s presentation feedback project is to apply evidence-based methods for giving effective feedback to make presentations at ASCO’s Annual Meeting, international meetings, symposia, and conferences more clinically relevant and educationally beneficial.”

GUEST EDITOR

The ASCO Post talked with Dr. Lubner about how to give effective feedback and how to become a more effective presenter.

Defining Effective Feedback

Feedback is often confused with giving advice, praise, and evaluation, but none of these descriptions are exactly accurate. What constitutes effective feedback?

When I was looking over the literature on feedback to prepare myself on how to give effective feedback to the medical students and residents I oversee, I was amazed to find the information is largely outdated. For example, recommendations in the 1980s and 1990s called for employing the “sandwich” feedback method, which involves saying something positive, then saying what needs to be improved, and then making another positive remark. But that method is time-intensive, and it feels disingenuous to me.

What constitutes helpful feedback to me is information that is goal-referenced, actionable, specific, and has immediate impact. It should be constructive, descriptive, and nonjudgmental. After I give feedback to a student or resident, my next comments often start with a self-reflective question, “How did that go?” and that opens the door to further discussion. The mnemonic I use to provide better feedback and achieve learning goals is SMART: specific, measurable, achievable, realistic, and timely, as described here:

• Specific: Avoid using ambiguous language, for example, “Your presentation was great.” Be specific about what made the presentation “great,” such as, “Starting your presentation off with a provocative question grabbed my attention.”
• Measurable: Suggest quantifiable objectives to meet so there is no uncertainty about what the goals are. For example, “Next time, try a summary slide with one or two take-home points for the audience.”
• Achievable: The goal of the presentation should be attainable. For example, “Trim your slides to no more than six lines per slide and no more than six words per line; otherwise, you are just reading your slides.”
• Realistic: The feedback you give should relate to the goal the presenter is trying to achieve. For example, “Relating the research results back to an initial case presentation will solidify the take-home point that for cancer x, treatment y is the best choice.”
• Timely: Feedback given directly after completion of the presentation is more effective than feedback provided at a later date.

The ultimate goal of effective feedback is to help the presenter become more adept at relaying his or her research in an engaging and concise way, to maintain the audience’s attention and ensure that they retain the information presented.

“Giving a presentation at a scientific meeting is different from what we were trained to do.” — Sam J. Lubner, MD, FACP Tweet this quote

Honing Your Communication Skills

What are some specific tips on how to give effective feedback?

There are five tips that immediately come to mind: (1) focus on description rather than judgment; (2) focus on observation rather than inference; (3) focus on observable behaviors; (4) share both positive and constructive specific points of feedback with the presenter; and (5) focus on the most important points to improve future ­presentations.

Becoming a Proficient Presenter

How can ASCO faculty become more proficient at delivering their research at the Annual Meeting and at ASCO’s thematic meetings?

ASCO has published faculty guidelines and best practices to help speakers immediately involve an audience in their presentation and hold their attention throughout the talk. They include the following recommendations:

• Be engaging. Include content that will grab the audience’s attention early. For example, interesting facts, images, or a short video to hold the audience’s focus.
• Be cohesive and concise. When preparing slides, make sure the presentation has a clear and logical flow to it, from the introduction to its conclusion. Establish key points and clearly define their importance and impact in a concise, digestible manner.
• Include take-home points. Speakers should briefly summarize key findings from their research and ensure that their conclusion is fully supported by the data in their presentation. If possible, they should provide recommendations or actions to help solidify their message. Thinking about and answering this question—if the audience remembers one thing from my presentation, what do I want it to be?—will help speakers focus their presentation.
• When it comes to slide design, remember, less is more. It’s imperative to keep slides simple to make an impact on the audience.

Another method to keep the audience engaged and enhance the educational benefit of the talk is to use the Think-Pair ( ± Share) strategy, by which the speaker asks attendees to think through questions using two to three steps. They include:

• Think independently about the question that has been posed, forming ideas.
• Pair to discuss thoughts, allowing learners to articulate their ideas and to consider those of others.
• Share (as a pair) the ideas with the larger group.

The value of this exercise is that it helps participants retain the information presented, encourages individual participation, and refines ideas and knowledge through collaboration.

RECOMMENDATIONS FOR SLIDE DESIGN

• Have a single point per line.
• Use < 6 words per line.
• Use < 6 lines per slide.
• Use < 30 characters per slide.
• Use simple words.
• When using tables, maintain a maximum of 6 rows and 6 columns.
• Avoid busy graphics or tables. If you find yourself apologizing to the audience because your slide is too busy, it’s a bad slide and should not be included in the presentation.
• Use cues, not full thoughts, to make your point.
• Keep to one slide per minute as a guide to the length of the presentation.
• Include summary/take-home points per concept. We are all physicians who care about our patients and believe in adhering to good science. Highlight the information you want the audience to take away from your presentation and how that information applies to excellent patient care.

Speakers should also avoid using shorthand communication or dehumanizing language when describing research results. For example, do not refer to patients as a disease: “The study included 250 EGFR mutants.” Say instead, “The study included 250 patients with EGFR -mutant tumors.” And do not use language that appears to blame patients when their cancer progresses after treatment, such as, “Six patients failed to respond to [study drug].” Instead say, “Six patients had tumors that did not respond to [study drug].”

We all have respect for our patients, families, and colleagues, but sometimes our language doesn’t reflect that level of respect, and we need to be more careful and precise in the language we use when talking with our patients and our colleagues.

ASCO has developed a document titled “The Language of Respect” to provide guidance on appropriate respectful language to use when talking with patients, family members, or other health-care providers and when giving presentations at the Annual Meeting and other ASCO symposia. Presenters should keep these critical points in mind and put them into practice when delivering research data at these meetings. ■

DISCLOSURE: Dr. Lubner has been employed by Farcast Biosciences and has held a leadership role at Farcast Biosciences.

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How to Give Feedback on a Presentation Professionally

Master the art of professional communication in business settings with expert guidance. Learn how to give feedback on a presentation professionally.

As professionals, we frequently find ourselves in situations where we need to provide feedback on presentations. Whether it's in a corporate setting, educational institution, or any other professional environment, the ability to offer constructive criticism is a valuable skill. This guide aims to provide comprehensive insights and practical strategies for effectively giving feedback on presentations, ensuring a positive and growth-oriented approach.

Understanding the importance of giving professional presentation feedback

Enhancing the Learning Experience for the Presenter

Providing feedback on a presentation plays a vital role in enhancing the learning experience for the presenter. It offers them an opportunity to gain valuable insights into their strengths and areas for improvement. By providing constructive feedback, presenters can refine their skills, leading to continuous growth and development. When feedback is given professionally, presenters feel encouraged and supported in their efforts to improve, fostering a positive learning environment.

Fostering a Culture of Improvement and Growth

Understanding the art of giving professional presentation feedback helps in fostering a culture of improvement and growth within a team or organization. When feedback is delivered effectively, it promotes a mindset of openness and continuous learning. This, in turn, creates an environment where individuals are motivated to strive for excellence, leading to overall progress and success.

Building Constructive Relationships Through Honest Feedback

Professional presentation feedback allows for the building of constructive relationships between the presenter and the audience. It demonstrates a commitment to the presenter's success and professional development, fostering trust and transparency. By offering feedback in a professional manner, relationships are strengthened, leading to enhanced collaboration and communication.

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Practical examples of dealing with proper presentation feedback

Example 1: handling a presentation feedback dilemma in a team setting.

Scenario : In a team meeting, a colleague presents a project but lacks clarity and coherence.

Common Mistakes :

Providing vague or unclear feedback that doesn't address the specific issues in the presentation.

Using a confrontational tone that may demoralize the presenter.

Best Expression : "I appreciate the effort you put into the presentation. It would be helpful to streamline the content for better clarity and precision. Let's work together to ensure the next presentation is impactful and well-structured."

Example 2: navigating delicate situations when providing presentation feedback

Scenario : A team member exhibits nervousness and lacks confidence during a presentation.

Overlooking the emotional aspect and focusing solely on technical errors.

Criticizing without acknowledging any positive aspects of the presentation.

Best Expression : "Your dedication and effort are evident. Let's focus on building confidence through practice and incorporating storytelling techniques. Your passion for the topic will undoubtedly resonate with the audience when presented more confidently."

Example 3: tackling sensitive feedback scenarios in presentation evaluation

Scenario : Providing feedback to a team leader on their presentation.

Feeling intimidated and hesitant to provide honest feedback.

Overemphasizing minor issues, which may dilute the impact of the feedback.

Best Expression : "Your insights were valuable. Let's further emphasize the key points to provide a more impactful message. With enhanced clarity, the presentation will effectively drive our team's objectives."

Consequences of inadequate presentation feedback

Impeding the Presenter's Growth and Development

Inadequate feedback can hinder the presenter's growth and development. Without constructive criticism, the presenter may continue to exhibit the same shortcomings, impeding their professional advancement.

Hindering Team Progress Within Professional Settings

Insufficient feedback can hinder team progress within professional settings. When presentations lack constructive input, it may lead to a stagnation of ideas and innovation within the team, impacting overall productivity.

Creating an Environment of Ineffectual Communication and Ambiguity

Failure to provide professional feedback on presentations can create an environment of ineffectual communication and ambiguity. It may lead to misunderstandings and a lack of clarity in conveying ideas and information, affecting the organization's effectiveness.

Learn more about Lark x Communication

Step-by-step instructions on providing professional presentation feedback

Understanding the context and objectives of the presentation.

To provide effective feedback, it's essential to gain a thorough understanding of the context and objectives of the presentation. Consider the audience, the purpose of the presentation, and the key messages that need to be conveyed.

Utilizing a structured approach to formulating and delivering feedback

Structure the feedback by addressing specific areas such as content, delivery, and overall impact. This provides a clear framework for the presenter to assess their performance and work on areas that need refinement.

Incorporating empathy and constructive criticism in the feedback process

Approach the feedback process with empathy, recognizing the effort and dedication of the presenter. Combine this with constructive criticism to guide them towards improvement while maintaining a positive and supportive tone.

Providing actionable recommendations for improvement

Offer actionable recommendations by suggesting specific strategies for improvement. This empowers the presenter to implement practical changes, thereby fostering continuous growth and development.

Articulating professional presentation feedback

When articulating professional presentation feedback, it's essential to focus on building rapport and trust while employing encouraging language that emphasizes growth and improvement. Emphasizing the importance of clarity and specificity in feedback further ensures the effectiveness of the communication process.

Professional feedback: do's and dont's

In conclusion, understanding how to give feedback on a presentation professionally is an invaluable skill that contributes to personal and professional growth. By recognizing its importance, incorporating best practices, and leveraging practical examples, individuals can navigate the feedback process with confidence and proficiency, ultimately fostering an environment of continuous improvement and excellence.

How can i offer criticism without demoralizing the presenter?

Offering criticism without demoralizing the presenter involves framing feedback constructively, focusing on the potential for improvement, and recognizing the efforts made by the presenter.

What if the presenter disagrees with the feedback provided?

In the event of disagreement, it's important to engage in open dialogue, understanding the presenter's perspective, and collectively working towards finding common ground for constructive feedback.

How do i deliver feedback to a superior or manager professionally?

When providing feedback to a superior or manager, it's essential to approach the conversation with respect, clarity, and a solutions-oriented mindset, ensuring that the feedback is aligned with the professional context and objectives.

Lark, bringing it all together

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Blog > Effective Feedback for Presentations - digital with PowerPoint or with printable sheets

Effective Feedback for Presentations - digital with PowerPoint or with printable sheets

10.26.20   •  #powerpoint #feedback #presentation.

Do you know whether you are a good presenter or not? If you do, chances are it's because people have told you so - they've given you feedback. Getting other's opinions about your performance is something that's important for most aspects in life, especially professionally. However, today we're focusing on a specific aspect, which is (as you may have guessed from the title): presentations.

The importance of feedback

Take a minute to think about the first presentation you've given: what was it like? Was it perfect? Probably not. Practise makes perfect, and nobody does everything right in the beginning. Even if you're a natural at speaking and presenting, there is usually something to improve and to work on. And this is where feedback comes in - because how are you going to know what it is that you should improve? You can and should of course assess yourself after each and every presentation you give, as that is an important part of learning and improvement. The problem is that you yourself are not aware of all the things that you do well (or wrong) during your presentation. But your audience is! And that's why you should get audience feedback.

Qualities of good Feedback

Before we get into the different ways of how you can get feedback from your audience, let's briefly discuss what makes good feedback. P.S.: These do not just apply for presentations, but for any kind of feedback.

• Good feedback is constructive, not destructive. The person receiving feedback should feel empowered and inspired to work on their skills, not discouraged. You can of course criticize on an objective level, but mean and insulting comments have to be kept to yourself.
• Good feedback involves saying bot what has to be improved (if there is anything) and what is already good (there is almost always something!)
• After receiving good feedback, the recipient is aware of the steps he can and should take in order to improve.

Ways of receiving / giving Feedback after a Presentation

1. print a feedback form.

Let's start with a classic: the feedback / evaluation sheet. It contains several questions, these can be either open (aka "What did you like about the presentation?") or answered on a scale (e.g. from "strongly disagree" to "strongly agree"). The second question format makes a lot of sense if you have a large audience, and it also makes it easy to get an overview of the results. That's why in our feedback forms (which you can download at the end of this post), you'll find mainly statements with scales. This has been a proven way for getting and giving valuable feedback efficiently for years. We do like the feedback form a lot, though you have to be aware that you'll need to invest some time to prepare, count up and analyse.

• ask specifically what you want to ask
• good overview of the results
• anonymous (people are likely to be more honest)
• easy to access: you can just download a feedback sheet online (ours, for example, which you'll find at the end of this blog post!)
• analysing the results can be time-consuming
• you have to print out the sheets, it takes preparation

2. Online: Get digital Feedback

In the year 2020, there's got to be a better way of giving feedback, right? There is, and you should definitely try it out! SlideLizard is a free PowerPoint extension that allows you to get your audience's feedback in the quickest and easiest way possible. You can of course customize the feedback question form to your specific needs and make sure you get exactly the kind of feedback you need. Click here to download SlideLizard right now, or scroll down to read some more about the tool.

• quick and easy to access
• easy and fast export, analysis and overview of feedback
• save feedback directly on your computer
• Participants need a working Internet connection (but that usually isn't a problem nowadays)

3. Verbal Feedback

"So, how did you like the presentation?", asks the lecturer. A few people in the audience nod friendly, one or two might even say something about how the slides were nice and the content interesting. Getting verbal feedback is hard, especially in big groups. If you really want to analyse and improve your presentation habits and skills, we recommend using one of the other methods. However, if you have no internet connection and forgot to bring your feedback sheets, asking for verbal feedback is still better than nothing.

• no prerequisites
• open format
• okay for small audiences
• not anonymous (people might not be honest)
• time consuming
• no detailed evaluation
• no way to save the feedback (except for your memory)
• not suitable for big audiences

Feedback to yourself - Self Assessment

I've mentioned before that it is incredibly important to not only let others tell you what went well and what didn't in your presentation. Your own impressions are of huge value, too. After each presentation you give, ask yourself the following questions (or better yet, write your answers down!):

• What went wrong (in my opinion)? What can I do in order to avoid this from happening next time?
• What went well? What was well received by the audience? What should I do more of?
• How was I feeling during this presentation? (Nervous? Confident? ...)

Tip: If you really want to actively work on your presentation skills, filming yourself while presenting and analysing the video after is a great way to go. You'll get a different view on the way you talk, move, and come across.

Digital Feedback with SlideLizard

Were you intrigued by the idea of easy Online-feedback? With SlideLizard your attendees can easily give you feedback directly with their Smartphone. After the presentation you can analyze the result in detail.

• type in your own feedback questions
• choose your rating scale: 1-5 points, 1-6 points, 1-5 stars or 1-6 stars;
• show your attendees an open text field and let them enter any text they want

Note: SlideLizard is amazing for giving and receiving feedback, but it's definitely not the only thing it's great for. Once you download the extension, you get access to the most amazing tools - most importantly, live polls and quizzes, live Q&A sessions, attendee note taking, content and slide sharing, and presentation analytics. And the best thing about all this? You can get it for free, and it is really easy to use, as it is directly integrated in PowerPoint! Click here to discover more about SlideLizard.

Free Download: Printable Feedback Sheets for Business or School Presentations

If you'd rather stick with the good old paper-and-pen method, that's okay, too. You can choose between one of our two feedback sheet templates: there is one tailored to business presentations and seminars, and one that is created specifically for teachers assessing their students. Both forms can be downloaded as a Word, Excel, or pdf file. A lot of thought has gone into both of the forms, so you can benefit as much as possible; however, if you feel like you need to change some questions in order to better suit your needs, feel free to do so!

Feedback form for business

Template as PDF, Word & Excel - perfect for seminars, trainings,...

Feedback form for teachers (school or university)

Template as PDF, Word & Excel - perfect for school or university,...

Where can I find a free feedback form for presentations?

There are many templates available online. We designed two exclusive, free-to-download feedback sheets, which you can get in our blog article

What's the best way to get feedback for presentations?

You can get feedback on your presentations by using feedback sheets, asking for feedback verbally, or, the easiest and fastest option: get digital feedback with an online tool

Related articles

About the author.

Pia Lehner-Mittermaier

Pia works in Marketing as a graphic designer and writer at SlideLizard. She uses her vivid imagination and creativity to produce good content.

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The big SlideLizard presentation glossary

Co-located audience.

Co-located Audience means that the speaker talks to the audience in person. It is used verbal and non-verbal methods to communicate a message. The speaker makes gestures with their hands, changes their face expression and shows images.

Keynote is a programme which, like PowerPoint, is used to create digital screen presentations. It is mainly used by Apple users.

External Communication

External communication is the exchange of information between two organisations. For example, it can be an exchange with customers, clients or traders. Feedback from a customer also counts as external communication.

PowerPoint Online

PowerPoint Online is the web version of PowerPoint. You can present and edit your PowerPoint presentation with it, without having PowerPoint installed on your computer. It's only necessary to have a Microsoft - or a Microsoft 365 account.

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Collecting Presentation Feedback to Improve Your Skills

Why is getting presentation feedback so important.

Collecting presentation feedback is probably low on your list of priorities, especially if you’re terrified of public speaking and not making a fool of yourself in front of a group of people is your biggest concern. But having some sort of response system in place so your audience can provide you with feedback on your presentation is an incredibly useful (not to mention inexpensive) way to improve your public speaking skills and become an even better presenter.

Why is getting presentation feedback so important?

For starters, when people provide you with feedback—even if it’s negative—you know they were paying attention. They were listening and watching, and by telling you what they thought of your presentation, they’re giving you input on your overall message, from what you said to how you said it .

That’s powerful information; it’s the best way for you to know if your presentation is doing what you want it to, whether that’s to inform, persuade, or motivate other people. Who better to tell you than the people in your audience?

Choose The Right Response System

Despite its usefulness, speakers continue to pass up the opportunity to poll audiences to get their feedback on a presentation. Certainly, no one wants to feel rejected or be told their presentation was terrible, but wouldn’t you rather be told your presentation missed the mark, than to continue delivering bad presentations that don’t engage audiences?

Not only that, but without presentation feedback, a speaker is forced to self-evaluate. Some will be overly-critical while others will be self-congratulatory—neither of which are beneficial or inspire the speaker to get better.

Offer a Presentation Feedback Form

In our Presentation Skills Training workshops, we talk about the importance of making a connection with the audience, and that connection doesn’t need to end with the presentation.

An immediate response system, such as providing your audience with a presentation feedback form to fill in and return at the end of the presentation is one way to gauge your performance. You can also encourage audience members to use other methods to provide feedback, such as directly to you through temp email , on social media, or online on Google or Yelp. This way, they’re not only helping you by rating your presentation, but their positive reviews will bolster your reputation, which will encourage others to work with you. And they’re staying connected with you beyond the presentation.

If the thought of having people “judge” your presentation frightens you, think about how getting positive feedback will make you feel. If you’re someone who lacks confidence or tends to be self-critical of your performance, hearing others tell you your presentation was inspiring or enjoyable can go a long way to helping you overcome your feelings of inadequacy.

Using Presentation Feedback to Achieve Your Goals

Whatever the situation that’s brought you to the podium—whether you’re a keynote speaker at a fundraiser or delivering a sales pitch—getting presentation feedback can be energizing. Consider how you feel when a manager or co-worker congratulates you on a job well done. You feel invigorated and motived to continue doing a good job that gets recognized.

The same is true of positive presentation feedback: When you know you’ve achieved your goal of connecting with an audience , you’re motivated to keep making those connections—and make them even better.

So what should your presentation feedback form (or other response system) look like? That’s up to you. But however you decide to collect presentation feedback, use the comments you receive to:

• Assess what you are doing well and where you need to improve
• Understand how your message is being received by others
• Direct you toward achieving your goals (e.g., increase your number of sales)

Not All Feedback is Bad

The term ‘feedback’ has earned a bad rap with some people. They hear it and run because they’re afraid someone will say something negative about them.

Not all feedback is negative, and not all of it is positive. But it should always be constructive, and as a public speaker you should want to hear it all. It’s the best way to know what your audience is getting from your presentation so you can improve your public speaking skills.

Do you provide opportunities for your audiences to give feedback? Tell us about it in the comment section or find us on social media and bring the conversation there. We’re on Facebook , Twitter , Google+ and LinkedIn .

16 Comments

I joined Toastmasters a year ago and have had some good feedback and some not so good. Some of the members were in my shoes, really not sure how to evaluate my presentations very well. Feedback is great but I guess it depends on the person giving the feedback.

Self evaluation is always hard to do. I’m a firm believer in having another person critique your work- it’s an opportunity to learn more about yourself!

Good post! I also had a bad feeling about the feedback until I read this post. I’ll be definitely using feedback form next time. I might still feel a bit uneasy, though.

I would like to get some professional feedback on my delivery. I think I will have someone video my presentation and send it to you guys to evaluate it.

I am a corporate trainer and give presentation feedback to our managers. Most of our folks really appreciate having good feedback so they can make their next presentations better.

Soliciting feedback is scary but necessary if you want to improve and I do…very scary though. Good article 

Since I have written feedback forms for companies myself, I know how they work.But reading this blog set me thinking as to how it helps the presenter. I agree with the author that feedback, whether good or bad, definitely helps us in evaluating oneself.

Yes. I agree with everyone who says feedback can be scary-but it can also be helpful. The key is getting people to use constructive criticism. You are also going to have to get used to the occasional remarks from someone who is just being spiteful. Learn to recognize constructive criticism and take it to heart.

I used to take all feedback as negative. I wasn’t able to differentiate “bad” from “constructive”. This greatly hurt me in the workforce and I actually lost my first job fresh from college over it. I have come a long way but I am still learning and things like this help me a lot. Public speaking on any level has never been easy for me but I have always been way too hard on myself. I see that now.

I have never had anybody give me any feedback on my presentations.

One of the cardinal characters of people who want to succeed is the courage to accept valid criticism. Feedbacks must not be good but it is a necessity that will help to know if you rea making progress

Great feedback is absolutely essential to one’s ability to polish one’s skills even as an experienced speaker. Without it, we are unable to assess our strengths and growth opportunities along the way. Who wants to fall into a rut and never improve when called upon to speak? I would say no one which is why feedback is a must for both amateur and experienced speakers.

Good article. Very knowledgeable and informative. I would like to read new articles related to this! I Would also like you to read our articles related personality development and mental health.

Good article. Very knowledgeable and informative.

Your article provides helpful tips on how to collect feedback to improve our presentation skills.

good bro. Thx!

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04-12-2019 HOW TO BE A SUCCESS AT EVERYTHING

3 helpful ways to give feedback on a presentation

When you discuss these 3 things, you help someone else take their presentation to the next level.

[Photo: Miguel Henriques /Unsplash]

BY  Anett Grant 3 minute read

How many times has your coworker, your boss, or your friend asked you, “How was my presentation?”

Chances are, if you thought the presentation was boring, you said, “great job” with a flat tone. If you thought it was actually great, you said, “great job!” with an enthusiastic tone. After all, giving someone feedback about their presentation is a delicate act. You don’t want to provide feedback that upsets them, but you know that flattery isn’t going to turn them into a better speaker. So how can you give feedback that makes a difference without risking hurt feelings?

Here are three ways you can give your teammate feedback about their presentation that inspires improvement, whether it’s from okay to good, or from very good to excellent.

1) Discuss what was memorable

Begin your feedback by telling your presenter what you found memorable about his or her presentation. This takes your feedback to big-picture level, which is much more effective than providing granular comments. Your presenter probably has no memories of  their behavior at any particular moment, so feedback on details won’t get them very far. For example, in our Ted Talk Tips, we direct you to look at a particular moment in the talker’s presentation. Unless the talker was a highly trained orator or had meticulously rehearsed their presentation, they would have no conscious memory of exactly how they moved. They wouldn’t know what foot they were standing on, or the precise moment that they made that gesture.

Rather than giving feedback about particular moments or habits, you should describe what was most memorable to you. This way, you’re providing feedback at a level that helps the presenter understand their dominant message. If you tell them that what you remember the most was their passion, their conviction, or their idea, you’re helping your speaker focus on the big takeaway. You’ll inspire creative behavior, not obsessional adjustment.

2) Discuss the key message

If you tell your speaker, “I thought your key message was X,” you’re opening up the door to the most critical part of the presentation–what the message was, and not what the data, graphs, or charts were. In business today, presentations are not just PowerPoint parades . It doesn’t matter if you’re presenting to high-level executives or a group of interns, your talk needs to have meaning. It has to show how you think and how you synergize data into meaningful messages that have relevance and impact on the business.

By giving your presenter feedback about their key message, you are helping your presenter position their ideas at the right level, for the right audience. You’re not telling them what to do in a robotic way–you’re challenging them to align their thinking to their situation. You want to help them increase their impact, not wordsmith their speaking notes.

3) Share when you started to tune out?

No matter how much good intention you have, you’ll inevitably tune out, occasionally at best, frequently at worst. Of course, you could blame yourself or feel ashamed, but that’s a dead end. A more productive route would be to think about why you tuned out at that particular moment. Were there too many details? Was i too monotone? Too irrelevant?

When you pinpoint and share the moment that you disengaged, you identify a problem you had. You’re inviting your speaker to think about solutions to the problem–you’re not telling them what to do. Even better, you’re focusing your teammate’s attention on connecting with their audience versus getting through the material.

So, next time your colleague asks you, “What did you think about my presentation?” don’t just bite your tongue and say “great!” When you discuss the things set out in this article, you’re help your coworker become a better speaker. Who knows, you might even learn a thing or two about how to improve your own presentation.

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ABOUT THE AUTHOR

Anett Grant is the CEO of Executive Speaking, Inc. and the author of multiple e-books on speaking. Read her latest e-book here   More

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Tress Academic

#119: Why giving feedback to conference presentations–and how

April 12, 2022 by Tress Academic

Have you presented at a conference and found yourself wanting more useful feedback from the audience? Were you hoping the audience would recognise the hard work you put into your talk? We all need feedback to learn what we could improve to give a better presentation. Here, we would like to provide simple guidelines for presentation feedback at conferences. 

In our courses, we teach researchers how to successfully present their work to their peers at conferences, and we also discuss the reasons why participants want to present at conferences at all. Not everyone enjoys giving presentations, and many soon realize that successful conference delivery requires  investing a lot of time and effort. 

Despite the potential discomfort or additional workload, one of the key motivations to present for many of our course participants is that they appreciate receiving feedback from their peers on their talks. But when they’re presenting at conferences, the desired feedback is seldom provided. And if feedback is expressed, it’s not in the way the presenters were hoping for. Have you had similar experiences?

Here, we aim to encourage anyone joining a conference talk to provide good feedback to the presenters and establish a feedback-culture. To help you provide such feedback, we’ve created a free Presentation Feedback Sheet to download that you can use the next time you join an event where colleagues will present their research. 

I. What is presentation feedback?  

First of all, it is a sign from the audience that they followed the presentation and have feelings they wish to express about it. They can signal admiration, support, agreement, disagreement, or any other reaction that might be helpful for the presenters. Feedback is not a critique of the talk. It is not meant to turn the presenters down or cast them in a bad light in front of their peers. Presentation feedback can include positive, negative, or neutral input—but it should always aim to be useful to the presenters.  

Typically at conferences, a Q&A (questions and answers) session follows up the presenters’ talks. In the Q&A, the audience asks questions on the content, provides comments, or shares similar findings they’ve made. The Q&A should increase understanding of the presented research and help to embed it in a context familiar to the questioners and general audience. 

Presentation feedback goes beyond the Q&A part of a talk. It’s more than someone from the audience requesting additional information from the presenter on a specific aspect of the talk. Feedback also addresses how a presentation is delivered, organised, structured, or composed. It includes technical, communicative, as well as didactic aspects. It allows for an emotional response to the talk and considers the entire performance of the presenters and the way they conveyed their message to the audience. 

At academic conferences, Q&A and feedback can be mixed and come together. Yet, our own experience shows that most people from the audience prefer to ask questions to clarify or comment on a specific element of a talk rather than provide holistic feedback. Feedback is unfortunately not so common! 

II. Why is feedback necessary?  

Presenting at conferences can be quite nerve-wracking—particularly for early-career researchers and less-experienced presenters. Some told us that they are even more afraid of the Q&A at the end of their talks than of the talk itself. Even when they feel that they presented well, they’re afraid of receiving questions that they don’t understand and cannot answer. Balanced feedback, which may include a few questions, can provide a far better ending to a presentation for all involved. 

We heard another example from one of our course participants who had recently prepared a talk for a conference.  The delivery went well, but after the talk, there were neither questions asked nor feedback provided. It was silent, and then the chair went on to the next presentation. This silence felt very uncomfortable for the presenter. Understandably, it is awkward, if not down-right disappointing, to prepare a good talk, deliverwell, and have no one say anything about it. Was all the hard work a complete waste or not noticed? 

We had a similar experience back in the years when we studied in Heidelberg. We had a class with a professor in urban climatology, his name was Heinz K. Every student in his class had to prepare a paper and deliver it to the class in a short presentation. When it was our turn, we both delivered two separate papers and presented them. We had put a lot of effort into the papers because the subject was so interesting and we enjoyed doing it. For every paper delivered in class, two fellow students had to prepare as opponents and present feedback. 

Obviously, the fellow students who acted as our opponents were not living up to our professor’s expectations, as they hardly commented on anything. At the end of our session, the professor stood up and said “Doesn’t anyone realise that we just saw two excellent presentations?” And then he told the entire class why he thought we had done so well. 

The feedback we got at this very moment from our professor was so helpful, inspiring, and an enormous motivation booster. It was so good to hear that he recognised the hard work we put into our papers. Receiving his feedback has taught us a lot and encouraged us to become even better. We still remember it, and wish everyone could receive feedback as we received it that day in Heidelberg!

For us, providing feedback on conference presentations serves four purposes: 

1) Recognizing the work and time that presenters invested

All presenters want to deliver well and get their messages across, and everyone wants to have a positive impact on the audience. Some are more successful with this task than others, but all have that intention–otherwise they wouldn’t show up and present. Somehow the presenters need to know whether they were successful in this attempt or not, and feedback can provide that answer.  

2) Preventing the post-presentation gap

Giving a presentation means being the centre of attention. All eyes are on the presenter during a presentation, and everyone is following every word and every visual being shown. Many presenters enjoy the lime-light, others not, but regardless, they have worked hard to prepare for it. But if the presentation is over and no feedback is expressed, and the audience just moves on to the next talk, the presenter falls into the post-presentation gap. 

Nobody seems to notice them and if no one comes and talks to them, it can feel completely underwhelming or disappointing. Why did they then go through this exceptional and nerve-wracking process if their talk had no effect on anyone? It is frustrating for presenters to be ignored this way. It can happen all too easily at academic conferences: One presenter just follows the next one, and so on. Ideally, someone would tell the presenters how they honestly felt about their talk so that the presenter can see a purpose in the whole presenting exercise.

3) Providing helpful and critical input 

In every presentation there are ups and downs, but it is difficult for the presenters to spot them themselves. Being in the audience and listening to the talk makes it easy to see immediately what worked well and what did not. You might assume the presenters know that as well, but they most likely are not aware of it. You’re of great help if you let presenters know what the good and not so good elements of their talk were. Then they can build on their strengths and work on the weak parts, and their next talks will be better! Otherwise, they will do the same the next time and you will also feel the same. 

4) Establishing a relationship with the presenters

Providing feedback shows care for the person behind the presentation. If you liked their topic or the way they presented, giving feedback can be the first step in establishing a connection with them. You can wait and see how they behave offstage, and determine whether you would like to establish contact with them for future collaboration. Providing feedback is a great way to introduce yourself and begin a conversation with them about their work.

III. How to provide good feedback  

It’s great that you are considering providing feedback to presenters in the first place, but you also want to  ensure that your feedback is useful and well-received by the presenters. Here are some tips on how to do it right: 

• Be constructive: Even if you didn’t like everything the presenter came up with, feedback is the wrong place to air your negative thoughts. Instead, the goal is to improve the situation so that the presenters do better the next time they are up on stage. Therefore, suggest realistic steps for improvement and offer your suggestions if possible. 
• Be honest: If you did not like the talk, then don’t say it was a great talk. The presenters want to know how you really felt. You don’t need to give praise where it isn’t due, but that doesn’t mean you shouldn’t be friendly, kind, and supportive when you express less-positive feedback. But if you felt it was a great talk, then tell them, don’t be too modest! 
• Be fair: It’s so easy to fall into a mode of criticising from your comfy seat in the audience, but are you being fair? Put yourself in the presenter’s situation, and consider which types of feedback you would like to recieve. Always express your feedback in a form and mode that is considerate and accounts for the speaker’s feelings. Treat them as you would like to be treated. 
• Be timely: Provide feedback as close to the talk as possible. Then, you can still remember all the small details and the presenters can easily recall their talks. 
• Be specific: A general comment like “Oh, it was a great talk” is good, but it is even more helpful when you can point out specific moments in the talk that were good. Or, point out what specifically the presenter could do to improve. 
• Be careful in criticising publicly: Depending on where you provide your feedback, in private or in a larger group, provide critical comments in a personal exchange with the presenter rather than in a large group. Criticism can easily hurt the presenter, even if you did not intend it. It is easier for the presenters to take these comments in private, and you will likely have better results this way. 
• Be modest: Whatever you say, make it clear this is YOUR specific view, your opinion. It is not helpful to claim something is generally wrong or right because different people may have different thoughts about it. Rather, say “I think you could try this way,” instead of saying “You should do it this way.”
• Don’t ‘but’: Avoid using sentences like “Overall it was a very good presentation but …” The negative turn wipes out all of the praise. The presenter only hears the ‘but’ and waits for the negative news. Rather, say “I think you gave a really good presentation because ….” Then continue with a separate statement where you could say “I think on this specific aspect it would be better to do it this way …”
• Be positive: Let the presenter know what was really good, and provide an example. End in a positive tone to leave the presenter motivated. After all, feedback is about encouragement! 

Giving honest, fair and constructive feedback can raise the quality of presentations a lot. Feedback is not a judgement—good or bad—but an essential interaction and a learning process. Conferences are events where peers exchange, interact and learn from each other—they’re about communicating science. It is not a worthwhile experience if the only communication is from the presenters to the audience with no back-and-forth. When you give feedback to a presenter, you enable two-way communication, you pay them back for the time and effort they invested, and they will be grateful for it. Use our Presentation Feedback Sheet for your next conference and tell the presenters what you liked about their talks. By the way, even so-called “experienced” presenters are grateful to receive feedback! 

Resources: 

• Worksheet: Presentation Feedback Sheet
• Smart Academics Blog post #26: First conference presentation? 17 life-saving tips
• Smart Academics Blog post #30: Questions from the audience you should be prepared to answer
• Smart Academics Blog post #95: Apply these 5 tips to improve any presentation
• Smart Academics Blog post #116:  How to be a great conference chair—Part 1: Prepare and open the session
• Smart Academics Blog post #117: How to be a great conference chair—Part 2: Managing time, presenters and questions

More information

Do you want to present successfully at conferences?  If so, please  sign up to receive our free guides.

Photo by Arif Kusuma on unsplash.com

© 2022 Tress Academic

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Giving and Receiving Feedback: It is Harder Than You Think

• Your colleague asks you to listen to them practice their speech practice and give them feedback.
• Your teacher asks you to give feedback to another classmate about their speech.
• Your boss asks, “What did you think about my speech?”

In each case, the person is looking to you to provide feedback. In this chapter, you will learn about how to assess the feedback situation, how to offer constructive criticism, and how to graciously receive criticism. Let’s start with how to ask for feedback and listen graciously.

Receiving Feedback

When you ask for feedback from others, receive their feedback as a gift. Someone is taking their time and giving it to you; someone is putting themselves out there and saying things that might cause discomfort, but they are doing it for you.  Individuals vary on how they receive feedback and how comfortable they are with being evaluated.

When receiving feedback, try doing the following:

• Sit in a non-defensive posture. It is tempting to cross your arms and to tense up all your muscles when receiving oral feedback. Keep your body open and loose. Staying open helps them to feel like you really want their suggestions and closed arms can equal a closed mind — keep an open body.
• Do not take feedback as a personal insult.
• If the feedback is verbal, write down the suggestions, even if you disagree with the suggestions. Respect the other person’s opinions by writing them down. It makes them feel like they have been heard and you appreciate the feedback they are giving. Writing the feedback down also helps you to not cross your arms defensively–see suggestion one– and it helps you remember the suggestions.
• Do not take it as a personal insult. Seriously!
• Avoid the temptation to defend yourself. “I did it this way because…” or, “I thought it would be best to…”  You already know why you did things the way you did. Interrupting them to tell them the reasons you did what you did comes off as defensive and reduces the likelihood they will give you all the feedback they have to offer. You already know what you were thinking and by telling them you haven’t advanced your situation. Use this time to learn what they are thinking.
• Do not take it as a personal insult. Really, this is so important.
• Breathe. Most people feel stress when someone is giving them constructive criticism, breathe and relax so you can really listen.
•  Do not take it personally. Do not take it personally. Do not take it personally. This cannot be emphasized enough! Since it is about your performance or your speech writing, it is hard not to feel criticism of your speech as a criticism of your person. Try to take criticism instead as someone caring enough about you to push you to grow.

After Every Speech, Do a Self-Evaluation

Allison Shapira of Global Speaking suggests you do a self-evaluation after each speech:

• What did I do well?
• What didn’t I do so well?
• What am I going to do differently next time?

Write these down and keep this on file for the next time you give a speech.

Constructive Criticism

There will be times when others look to you to read over their speech or listen to them practice and then give them constructive criticism. Constructive criticism is made up of two words: constructive–the building of something, and criticism–the giving of a critique. So constructive criticism is critiquing with the intention of building something. When we give others constructive criticism, our goal should be to help build them to be better speakers.

Give Them Help

Reagel and Reagle came up with a creative way to remember the goal of feedback, it should HELP : Help the speaker improve Encourage another speech Lift self-esteem Provide useful recommendations

Give Them a Sandwich

One way to give constructive criticism is to use the sandwich method. Say something positive, give feedback about something they can work on to improve, and then say something positive. This way, the first and last words out of your mouth are positive.

Ask Questions

Ask honest questions that can help lead them to solutions or ask questions to soften the sound of negative feedback: “What did you mean by…” “Have you considered? ” “Have you thought about…?” “When you said… did you really mean?”

For example: “Have you considered the impact of showing such a gruesome photo on your slide?” “Have you considered starting with a quote? ” “Have you thought about whether the people in the back will be able to see your poster?” “Have you thought about using a microphone so everyone can hear you?”

Beyond the Sandwich: Data Points and Impact Statements

In her video, called “The Secret to giving Great Feedback”, LeeAnn Renninger refers to a 4 Step “Feedback Formula”.

Watch The secret to giving great feedback | The Way We Work, a TED series on YouTube (0 mins)

Video source: TED. (2020, Feb 10). The secret to giving great feedback – The Way We Work, a TED series. Leanne Renninger. [Video]. YouTube. https://youtu.be/wtl5UrrgU8c

In our college class, we will focus on steps 2 & 3.

Data points (or clear examples)

• Name specifically what you saw or heard, and leave out any words that aren’t objective. Avoid “blur words”, which are not specific and could mean different things to different people.
• Convert any blur words into actual data points or observations.  For example, instead of saying, “You didn’t engage your audience”, be specific and say “Your introduction didn’t mention what the benefits are to the audience”
• Being specific is also important with positive feedback. Saying “I really liked your presentation” doesn’t offer the other person any clear ideas of what they should keep doing. Instead, try to name specifics: “You made it very easy to understand the process when you described [give the example],” or “The visuals you included showed that [give the example]”.
• Be as clear as you can, so the presenter knows to continue doing these things!

The Impact statement

• Don’t stop at just giving the “evidence” or describing your observations. Keep going – explain how what you saw and heard impacted you.
• You might say “I really liked how you added those stories, because it helped me grasp the concepts faster,” or “the way you opened your presentation surprised me and got my attention.

By providing data points as well as impact statements, your peer critiques will be clear, specific, and provide your classmate with something they can actually use to work on to improve!

Source: Except where otherwise noted, “Beyond the Sandwich: Data Points and Impact Statements” by Amanda Quibell is licensed under CC BY-NC 4.0.

Different People, Different Types of Feedback

It is no surprise that people give and receive feedback differently. One person might take a feedback statement and be grateful for the corrections while the next person might take it as a complete insult.  Below, you’ll learn about some of the most common differences.

High and Low Self Monitors

Psychology researcher Mark Snyder identified people as being either high self-monitors or low self-monitors. High self-monitors typically try to fit in and play the role according to the context. They are about image, and they are motivated to fit in with their peers. They like to know what is expected, so they can adapt to the situation. Giving them useful feedback may mean pointing out how they can make changes in their message to meet the audience’s expectations. When giving feedback to high self-monitors, focus the feedback on how they can elevate their credibility in the eyes of the audience.

On the other hand, low self-monitors tend to be motivated to act based on their inner beliefs and values. They are motivated to be true to their sense of self and to above all– be genuine. When giving low self-monitors feedback, encourage them to be the best speaker they can be while being true to themselves. Focus on giving them feedback in a way that encourages them to harness their unique talents.

While you may not know exactly whether they are high or low self-monitor, you likely have some idea of what motivates them. The more you can tailor your feedback to them, the more likely it is they will hear what you are saying. If you are curious about your type, you can take the quiz. You can have the person giving you feedback take the quiz as well. This can be a helpful exercise to think about how you give and receive feedback.

Take the high and low self-monitor quiz to find out your type

Cultural Differences

When you know your sickness You’re halfway cured. French saying

In the book, The Culture Map, a Dutch businessman is quoted as saying. “It is all a lot of hogwash. All that positive feedback just strikes us in the face and not in the least bit motivating.” People from different cultural groups have different feedback norms.  As our society grows increasingly diverse, it is important to learn not just how to give good feedback, but to give feedback that demonstrates an awareness of how different cultures give and receive feedback.

Erin Meyer does international training to help business professionals understand differences and similarities and how to bridge the gap:

Managers in different parts of the world are conditioned to give feedback in drastically different ways. The Chinese manager learns never to criticize a colleague openly or in front of others, while the Dutch managers learns always to be honest and to give the message straight. Americans are trained to wrap positive messages around negative ones, while the French are trained to criticize passionately and provide positive feedback sparingly. Having a clear understanding of these differences and strategies for navigating them is crucial for leaders of cross-cultural teams. Erin Meyer, The Culture Map

Upgraders and Downgraders

Meyers identifies cultures as Upgraders and Downgraders. Upgraders use words or phrases to make negative feedback feel stronger. An upgrader might say, “this is absolutely inappropriate.” As you read this, see if you identify more as an upgrader or downgrader.

Upgraders say:

• Absolutely–“That was absolutely shameless.”
• Totally–“You totally missed the point.”
• Strongly–” I strongly suggest that you…”

By contrast, downgraders use words to soften the criticism. A downgrader might say, “We are not quite there yet” or “This is just my opinion, but…”

Downgraders say:

• “Kind of”
• “Sort of”
• “A little”
• “Maybe”
• “Slightly”
• “This is just my opinion.”

When giving and receiving feedback across cultures, it is helpful to be aware of these differences so you can “hear” what they are really saying. Take for example this statement as a Dutch person complains about how Americans give feedback.

The problem is that we cant’ tell when the feedback is supposed to register to us as excellent, ok, or really poor. For a Dutchman, the word “excellent” is saved for a rare occasion and “okay” is…well, neutral. But with the Americans, the grid is different. “Excellent” is used all the time, “Okay” seems to mean, “not okay.” “Good” is only a mild complement. And when the message was intended to be bad, you can pretty much assume that, if an American is speaking and the listner is Dutch, the real meaning of the message will be lost all together. Erin Meyer, The Culture Map.

Nannette Ripmeester, Director of Expertise in Labour Mobility, illustrates these differences to her clients with a chart. This chart shows the differences between what the British say, what they mean, and what the Dutch understand. This is a condensed version of her list.

Chances are as you read this list, you identified yourself in some of the statements and identified someone you know who is in the other list. Hopefully, this made you think about how personal style can be as different as cultural style. The big idea here is when you are giving and receiving feedback, it can be helpful to try to identify their communication style and adjust accordingly.

Politeness Strategies

As you already know, whenever you critique someone’s work, there is a potential to hurt their feelings. There are many factors that influence whether the feedback is helpful or hurtful. In communication, we use the term “face” to mean the sense of self a person projects. People can “take face” by creating a situation where someone looks bad to others or people can “lose face” by doing something that diminishes them in the eyes of others. Optimally, we want people to feel like they “gain-face” and feel encouraged. The way that you give feedback as well as the person’s natural tendencies will influence how “face” is affected.

When giving feedback, you should think about how your feedback takes or gives face. You also need to consider what is at stake for the other person. Is this a small speech assignment or is it a career-defining presentation? In addition, critiquing someone privately vs critiquing someone in front of their boss will have different “face” outcomes.

How much you are willing to “take face” from someone may depend on the importance of the feedback. You will likely want to provide more suggestions for someone who is doing a career speech to get their dream job vs that same person doing a college speech worth minimal points. You will likely be more invested in helping a friend polish a speech to make it just right as opposed to someone you barely know.

Finally, the other thing influencing feedback is the power difference between people. You will likely give feedback differently to your little sister than you would to your boss. The status of the individuals and how important power is to them will impact how “face” is taken and given. For example, a high-power country like China would consider an open critique of a teacher, boss, or elder a huge insult, whereas someone from a low-power country, would be less offended.  In any situation, you will be negotiating power, context, and the need to save face.

Taking all these factors into account, Brown and Levinson created Politeness Theory as a way to explain the different ways we give feedback to save face.

Bald on Record: This type of feedback is very direct without concern for the person’s esteem face. This type of feedback is usually given if there is a small fix the speaker would feel strongly about.

Examples of bald on record feedback:

• “Be sure you bold the headings.”
• “Alphabetize the references.”

Positive Politeness: In this type of feedback, you would build up the face or esteem of the other person. You would make them feel good before you make any suggestions. (It looks a lot like the sandwich method, hunh?)

Examples of positive politeness feedback:

• “You are so organized; this one little fix and it will be perfect.”
• “I love the story you told, a few more details would really help me see the character.”

Negative Politeness:  The name of this type of feedback is a little misleading. It doesn’t mean you are negative. It means you acknowledge that getting feedback may make them feel negative.  You would say things that acknowledge their discomfort. You might minimize the criticism so it doesn’t make them feel bad or find other ways to soften the blow of criticism.

Examples of negative politeness feedback: 

• “I know this critique might sound rough and I hope it helps, but I think you really need to work on the middle section.”
• “This is just me making suggestions, but I would be able to understand more if your slide has a heading.”
• I’m not an expert on this, but I think you might need to have a stronger thesis.”
• “I see what you are trying to do here, but I think some of your audience members might not get it.”

Off Record: When you give feedback that is off the record, you are hinting vaguely that they should make a change.

Examples of off the record feedback. 

• “How many sources are we supposed to have?” (Instead of saying, “You need to have more research”)
• “I thought we were supposed to have slides with our speech, maybe I heard that wrong.”
• “Are other people in the class dressing up?”

Avoidance: Some people are afraid of giving feedback so they will avoid the situation altogether.

Avoid the three C’s

Perform the three r’s.

From Westside Toastmasters

Giving Feedback During a Speech

When you are listening to someone speak, you are giving constant nonverbal feedback. Are you leaning forward listening intently or are you leaned back picking at your fingernails? The way you listen lets the speaker know that you value them and what they are saying. It can be reassuring to the speaker to have people who are in the audience smiling and nodding.

Try this little experiment: If you have a speaker who is average or boring, lean in and listen intently. Don’t be insincere and cheesy, but rather try to be an earnest listener. You will find that when the speaker notices you paying attention, they will usually become less monotone and more engaging. The speaker affects the audience, and the audience affects the speaker.

Asking for Feedback During Your Speech

Appoint someone to be your speech buddy who will give you signals and alert you during your speech, for example: to speak louder or to check your microphone. If you know that you tend to pace, lean on the podium, or say um’s, have them give you the signal.

Courage is what it takes to stand up and speak. Courage is also what it takes to sit down and listen. Winston Churchill Former Prime Ministre of the United Kingdom

Key Takeaways

Remember This! 

• Be open to the feedback of others, it can help you improve as a speaker.
• When giving feedback to others consider the context, their needs, the impact on their esteem, and their culture.
• Use the feedback sandwich as a model for giving constructive criticism.

Attribution & References

Except where otherwise noted, this chapter is adapted from “Giving and Receiving Feedback: It is Harder Than You Think ” In Advanced Public Speaking by Lynn Meade, licensed under CC BY 4.0 .

Brown, P., & Levinson, S. (1978). Universals in Language Usage: Politeness Phenomena. In E. Goody (Ed.), Questions and Politeness: Strategies in Social Interaction (pp. 56-310). Cambridge University Press.

Churchhill Central: Life and words of Sir Winston Churchill. https://www.churchillcentral.com/

Gonzales, M. (2017). How to get feedback on speeches. Global Public Speaking. https://www.globalpublicspeaking.com/get-feedback-speeches/

King, P. E., & Young, M. J. (2002). An information processing perspective on the efficacy of instructional feedback. American Communication Journal, 5 http://ac-journal.org/journal/vol5/iss2/articles/feedback.htm

King, P. E., Young, M. J., & Behnke, R. R. (2000). Public speaking performance improvement as a function of information processing in immediate and delayed feedback interventions. Communication Education, 49, 365–374. https://doi.org/10.1080/03634520009379224

Mehra, A., Kilduff, M. & Brass, D.J. (2001). The social networks of high and low self-monitors Implications for workplace performance.  Administrative Science Quarterly, 46 (1), 121-146. https://doi.org/10.2307/2667127

Meyer, E. (2014). The culture map: Breaking through the invisible boundaries of global business. Public Affairs.  https://erinmeyer.com/books/the-culture-map/

Meyer, E. (2014). How to say “This is Crap” in different cultures. Harvard Business Review. https://hbr.org/2014/02/how-to-say-this-is-crap-in-different-cultures

Reagle, J.M. & Reagle, J.M. (2015). Reading the comments: Likers, haters, and manipulators at the bottom of the web . MIT Press. https://readingthecomments.mitpress.mit.edu/

Ripmeester, N. Rottier, B., & Bush, A. (2010). Separated by a common translation? How the Brits and the Dutch communicate. Pediatric Pulmonology. 46( 4). 409-411. https://doi.org/10.1002/ppul.21380

Ripmeester, N. (2015). We all speak English, don’t we? https://www.linkedin.com/pulse/we-all-speak-english-dont-nannette-ripmeester/

Smith, C.D. & King, P.E. (2007). Student feedback sensitivity and the efficacy of feedback interventions in public speaking performance improvement. Communication Education 53 (3). https://doi.org/10.1080/0363452042000265152

Snyder, M. (1974). Self-monitoring of expressive behavior. Journal of Personality and Social Psychology. 30 (4), 526-537. http://www.communicationcache.com/uploads/1/0/8/8/10887248/self-monitoring_of_expressive_behavior.pdf

Toastmasters International. (2017). Giving effective feedback. https://www.toastmasters.org/resources/giving-effective-feedback

Dynamic Presentations Copyright © 2022 by Amanda Quibell is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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30 Positive Feedback Examples: The Best Way to Give Positive Feedback to Colleagues

by Emre Ok March 31, 2023, 2:46 pm updated May 13, 2024, 8:08 pm 31.4k Views

There is a common misconception that positive feedback is worthless and one should only concern themselves with the negative feedback one receives. Well, the positive feedback examples we have in this list today would like to disagree with that statement.

While there is an argument to be made, about positive feedback examples can quickly turn into echo chambers that bring with them a dangerous sense of “Yes-Man-ism”, positive feedback examples are also one of the best employee recognition methods out there today!

So… “What are examples of positive feedback to staff?” you ask? We have the answer! The 30 positive feedback examples listed below are all designed to help you give your team the best possible positive feedback!

Whether you’re looking for some positive feedback examples for peers or your direct reports , we have something for you in this blog post. Let’s dive into the world of professional positive feedback examples!

Don’t Let Your Positive Feedback Go To Waste

How you deliver your feedback is just as important as the content of your feedback. One of the best ways to make sure your feedback counts is to set particular feedback standards through feedback templates .

It is even better if you have those templates fully integrated into your central communication and collaboration platform. For Microsoft Teams, this is where Teamflect comes in.

As the best free feedback software for Microsoft Teams, it lets users exchange feedback through customizable and comprehensive feedback templates that they can access even through Teams chat. You can try Teamflect’s feedback features for free, without needing to sign-up by clicking the button below!

Table of Contents

30 Positive Feedback Examples

1. exceptional work.

Acknowledging a colleague’s exceptional work can motivate them to continue to produce high-quality work and inspire others to strive for excellence as well. It shows that their efforts are valued and recognized, which can boost their morale and confidence.

“Your work on that project was exceptional! You went above and beyond what was expected of you, and your attention to detail really paid off. Your hard work made a real difference, and I’m grateful to have you on our team.”

2. Engaging Presentation

Presenting to an audience can be nerve-wracking, so when a colleague does an exceptional job, it’s important to acknowledge their effort. Giving some positive presentation feedback examples can help them feel more confident and motivate them to keep improving their presentation skills if you acknowledge their capacity to keep the audience interested.

“I just wanted to let you know that your presentation was amazing! You did a fantastic job of keeping the audience engaged, and your passion for the topic really shone through. You have a real talent for presenting, and I can’t wait to see what you come up with next.”

3. Professionalism in Difficult Situations

Handling difficult situations with grace and professionalism is a valuable skill that not everyone possesses. By praising a coworker for maintaining composure under pressure, you can let them know their efforts are seen and encourage others to follow in their footsteps.

“I’m so impressed by your ability to handle difficult situations with grace and professionalism. You really saved the day with that client, and your dedication to finding a solution was inspiring. Your calm and collected approach is something we can all learn from.”

4. Outstanding Work

Practicing employee praise when a colleague has produced excellent work can increase their drive and self-esteem, and it can encourage others to adopt their strategy. Simply put, if an employee is being praised and rewarded for a particular behavior, they are more likely to repeat it and outstanding work is something we all would want more of.

“Your work on this project has been outstanding! You’ve put in so much time and effort, and it really shows in the final product. Your creativity and expertise are invaluable to our team, and we’re lucky to have you.”

5. Helpful Colleague

It is a sad fact that toxic concepts such as hustle culture have created a sense of unhealthy competitiveness in many a workplace. A teammate that is willing to go out of their way to help others fosters an incredibly positive atmosphere in the workplace. One that requires you to give said employee kudos!

“I just wanted to say thank you for always being willing to lend a helping hand. Your generosity and kindness have not gone unnoticed, and your positive attitude is contagious. You make our workplace a better place to be.”

6. Creative Problem-Solver

When you take the time to recognize a colleague’s ability to come up with innovative solutions to problems, you not only make them feel appreciated and valued, but you also inspire them to keep honing their skills. This kind of acknowledgment is crucial for employee morale and productivity, as it demonstrates that their hard work and ingenuity are being recognized and rewarded.

“You have a real knack for problem-solving. Your ability to think outside the box and come up with creative solutions is impressive. You’ve saved us time and again with your ingenuity, and I’m grateful for your contributions to the team.”

7. Exceptional Leader

Fostering a culture of leadership and mentorship, we create a supportive environment where individuals feel empowered to take on new challenges and grow in their roles. Recognizing and celebrating leadership skills sends a message that leadership is valued and encouraged within the organization. This in turn leads to a more collaborative and innovative team dynamic, where individuals are motivated to share their ideas and work together towards greater success.

“Your leadership skills are truly exceptional. You have a way of motivating and inspiring others that is rare, and your commitment to our team’s success is evident in everything you do. We’re lucky to have you at the helm.”

8. Expertise

Giving credit where it’s due is a fundamental aspect of building a successful and thriving team. When we acknowledge our colleagues’ knowledge and experience, we not only boost their confidence and motivation but also inspire them to keep sharing their valuable insights and expertise with others.

“I just wanted to let you know how much I appreciate your expertise. Your knowledge and experience have been invaluable to me, and I’m grateful for your willingness to share your wisdom. You’re a real asset to our team.”

9. Positive Attitude

A colleague’s ability to maintain a positive attitude can motivate them to continue to inspire others and can encourage others to approach challenges with a positive outlook. As a result, the work environment can become more positive and supportive. When you praise someone for having a positive outlook on their workday, you give them further incentive to stay positive!

“Your positive attitude is infectious! You have a way of lifting everyone’s spirits and making even the toughest days a little brighter. Your enthusiasm for your work is inspiring, and I’m lucky to work alongside you.”

10. Clear Communication

If we are praising our teammates on their communication skills, we are also encouraging them to put those skills to work. We are also recognizing the importance of that specific skillset. Having a better understanding of communication skills in the workplace can reduce misunderstandings, performance review biases , and many other issues that may arise from a lack of communication.

“You have a real gift for communication. Your ability to explain complex ideas in a clear and concise way is impressive, and your attention to detail is second to none. You make our team stronger with your excellent communication skills.”

11. Dedication to Excellence

On the heels of a year where quiet quitting was the talk of the town in every single workplace across the world, having teammates that are dedicated to achieving excellence is truly rare. That is why a situation like this is a great opportunity to give positive feedback to colleagues.

“Your dedication to your work is truly inspiring. You always go the extra mile and never settle for anything less than excellence. Your hard work and determination are a real example to us all, and we’re lucky to have you on our team.”

12. Growth Mindset

We here at Teamflect value the growth mindset immensely. Why do you think that we have an employee development plan attached to every single one of our performance review templates ? Getting even more specific: These aren’t one-sided plans. They often include a self-review section as well. That is just how much we value the growth mindset your employees have. So should you!

“Your willingness to learn and grow is admirable. You’re always seeking out new challenges and pushing yourself to be better, and your growth mindset is infectious. You’re an inspiration to us all.”

13. Valuable Contributions

Everyone’s contributions to the team are important and should be recognized. No contribution is too small to be praised! Acknowledging a colleague’s valuable contributions can motivate them to continue to contribute to the team’s success and can inspire others to do the same.

“Your contributions to our team are immeasurable. You bring so much to the table with your expertise and creativity, and you always give 110%. Your hard work and dedication do not go unnoticed.”

14. Strong Work Ethic

The ability to work hard is a valuable trait to have in any workplace. Taking the time to recognize the dedication and commitment of a colleague can motivate them to continue working hard and can inspire others to adopt similar work ethics.

“Your work ethic is truly remarkable. You set the bar high for us all with your commitment and perseverance, and you’re a positive influence on the entire team. We’re lucky to have you as a colleague.”

15. Positive Influence

A positive work environment can increase productivity, improve job satisfaction, and enhance employee morale on the contrary of a toxic workplace . Therefore, acknowledging an ability to lift others up, create a positive atmosphere, and foster collaboration can have a significant impact on the team’s success.

“I just wanted to take a moment to appreciate your sense of humor. Your ability to find the funny side of things is a real gift, and your lighthearted approach makes our workplace a more enjoyable place to be. Thank you for keeping us all laughing!”

16. Great Time Management

Strong time management is a skill that we all need but don’t have. That’s why recognizing a colleague’s exceptional time management skills could motivate them further to stay organized, meet deadlines, and deliver high-quality work in a timely manner.

“I’m consistently impressed by your exceptional time management skills! You always deliver your work promptly, and your ability to juggle multiple tasks without compromising quality is remarkable. Your dedication to meeting deadlines is well-recognized and sets a great example for the rest of the team.”

17. Exceptional Initiative

Recognizing a colleague’s exceptional initiative might motivate them to keep taking ownership, being proactive, and looking for possibilities for progress. It’s crucial to show your employees that their capacity to take the initiative and drive projects forward is highly valued. 

“Your initiative is truly outstanding! The way you take charge, look for areas to improve, and proactively implement solutions is highly commendable. Your ability to think independently, take calculated risks, and seize opportunities has a significant positive impact on our team’s success.”

18. Customer Hero

Recognizing a colleague’s exceptional attention to customer needs can inspire them to continue providing excellent service tailored to individual customers. It shows that their ability to understand and address customer requirements is highly valued.

“I couldn’t help but notice your exceptional attention to customer needs! The way you listen actively, anticipate their requirements, and go above and beyond to meet their expectations is worth recognizing. We’re lucky to have you in our customer support team!”

19. Good Mentorship

Supporting new hires or current employees with mentorship or buddy programs is a great way to create a positive workplace culture. We recommend recognizing that one colleague’s excellent mentorship skills since it can inspire them to continue guiding and supporting others in their professional development.

“Your mentorship has been invaluable to me and countless others. I am constantly impressed by your ability to impart knowledge, provide insightful feedback, and inspire us to reach new heights. Thank you for being an exceptional mentor and for making a significant impact on our development.”

20. Adaptability to Change

In modern times, everything changes quickly, and adapting to rapid changes is a skill we all seek. Extraordinary adaptability to change should be acknowledged to inspire them to embrace new situations, modify techniques, and thrive in dynamic surroundings.

“I find your adaptability to change truly impressive! No matter how fast things evolve, you always manage to adapt seamlessly and remain focused on our goals. Your ability to embrace new challenges and find effective solutions in dynamic situations is greatly appreciated.”

21. Team Collaboration

Having an employee who excels in team collaboration is a real blessing in today’s landscape. That is why offering quality and positive feedback on team collaboration is a real must. Make sure you highlight each element of team collaboration they excelled at.

“Your ability to collaborate effectively with the team has significantly contributed to our project’s success. Your willingness to listen to others, share ideas, and work cooperatively is a great asset to our team. Thank you for your exemplary team spirit!”

22. Attention to Detail

In such a rapidly shifting climate, those with attention to detail truly rise to the top. When giving positive employee feedback on attention to detail, it is important to highlight specific instances where their attention to detail made a difference.

“I’ve noticed your exceptional attention to detail in your work. Your thoroughness ensures high quality and minimizes errors, which is crucial for our team’s success. Your dedication to getting every detail right is highly appreciated.”

23. Innovative Thinking

While there are many useful employee skills and performance metrics out there, finding an innovative thinker is easier said than done. That is why if you should always offer positive feedback to those bringing innovative ideas to the workplace.

“Your innovative thinking has brought fresh perspectives and creative solutions to our challenges. Your ability to think outside the box is inspiring and has had a positive impact on our team’s approach to problem-solving.”

24. Consistent Reliability

When an employee performs well, it is a great thing. When an employee performs well consistently, that is something else. Consistency is an asset that can often go unnoticed by employees. Offering positive feedback to those who are consistently reliable will make them realize their hard work doesn’t go unnoticed.

“You have proven to be incredibly reliable. Your consistent performance and ability to meet deadlines under pressure are qualities that don’t go unnoticed. Thank you for being someone we can always count on.”

25. Effective Communication Skills

Great communicators make or break a team. When you offer positive feedback on an employee’s communication skills, you encourage them to actively use those skills more and more in the workplace, building a culture of empowerment.

“Your communication skills, both in writing and speaking, are commendable. You express your ideas clearly and effectively, which greatly enhances our team’s understanding and collaboration.”

26. Enthusiasm and Energy

There are a lot of people who come to work, clock-in, and clock-out. Those who come to work with a smile on their face and boost everyone’s energies, deserve regular and positive feedback.

“Your enthusiasm and energy are contagious! You bring a positive vibe to the workplace that boosts our team’s morale and productivity. Your passion for your work is truly inspiring.”

27. Resilience in Challenges

Adversity isn’t an unfamiliar concept in the workplace, especially in the volatile landscape of today. That is why you should give positive employee feedback to the anchors in your team who are holding strong through tough times.

“Your resilience in the face of challenges is admirable. You’ve shown great strength and a positive attitude during difficult times, which encourages and motivates the entire team.”

28. Consistent Improvement

It’s the journey and not the destination! Even if an employee’s performance isn’t where you would hope it would be right now, if they are consistently improving, it deserves some praise. Here is a positive feedback example on just that topic:

“It’s impressive to see your continual growth and improvement. Your commitment to personal and professional development is inspiring and sets a great example for the rest of the team.”

29. Strategic Planning Skills

The analytical minds on your team, every once in a while, might feel a bit left out. That is why you should offer positive feedback to those with great strategic planning skills. This particular positive feedback example will help you do just that!

“Your strategic planning skills have greatly contributed to our team’s success. Your ability to foresee potential obstacles and plan accordingly has been invaluable in achieving our goals.”

30. Cultural Competency

Sometimes an example of positive feedback at work doesn’t necessarily have to be about performance. It can also focus on whether an employee is a great cultural fit or not. The feedback example below is for that exact purpose!

“Your cultural competency and ability to work effectively with diverse teams is highly commendable. Your respect for different perspectives and backgrounds enhances our team’s creativity and collaboration.”

Tips for Giving Positive Feedback

When it comes to giving positive feedback for colleagues, there are some general tips we can give to help you provide effective and meaningful recognition. Our tips will ensure that your feedback is well-received and encourages further growth and development.

A. Be specific and detailed in your feedback

When offering positive feedback, it’s important to be specific about what the person did well. Instead of simply saying, “Good job,” provide detailed examples and describe the specific actions or behaviors that impressed you. Giving specificity to your feedback helps your colleague understand exactly what they did right and encourages them to continue those positive actions.

B. Provide feedback in a timely manner

Timeliness is key when giving positive feedback. Aim to recognize and acknowledge the person’s accomplishments as soon as possible after they occur. Giving immediate feedback reinforces the positive behavior or achievement and shows that you value their efforts. Delayed feedback may lose its impact and fail to motivate the individual effectively.

C. Use positive language and tone

The language and tone you use while giving positive feedback greatly influence how it is received. Ensure that your words convey genuine appreciation and positivity. Choose uplifting and encouraging phrases that make the person feel valued and respected. Avoid mixing positive feedback with negative criticism, as it can dilute the impact of your appreciation.

D. Tailor your feedback to the individual’s strengths and accomplishments

Recognize and highlight the specific strengths and accomplishments of the individual. Everyone has different talents and areas of expertise, so tailor your feedback to align with their unique qualities. Acknowledging their strengths helps boost their confidence and encourages them to further excel in those areas.

How to give positive feedback to colleagues?

Giving positive feedback for colleagues is an important aspect of building a positive and productive work environment. To do this effectively, it’s important to be specific about what you appreciate and why.

For example, you might say something like, “I really appreciate the way you handled that difficult client. You remained calm and professional throughout the conversation, and I think that helped to de-escalate the situation.” It’s also important to be genuine in your praise, so avoid giving generic compliments that don’t feel meaningful.

Try and make sure to deliver your feedback in a timely manner, as close to the event as possible, to ensure that it has the greatest impact.

Giving feedback in Microsoft Teams , however, is another story!

Using Employee Feedback Software

Speaking of giving feedback inside Microsoft Teams , you might ask the question “What about remote feedback?”. Whether you’re working remotely or not making use of employee feedback software is always a great idea.

Using feedback software allows you to make use of helpful feedback templates, keep feedback in the flow of work, make existing feedback trackable, and let you revisit past feedback in performance reviews .

We highlighted some of the top feedback software in a previous list before but if your organization uses Microsoft Teams on a daily basis, then the best option for you is…

Teamflect is an all-in-one performance management solution with one of the strongest employee feedback modules inside the Microsoft Teams ecosystem. With features such as 360-degree feedback, customizable employee feedback templates , and complete Microsoft Teams integration , Teamflect provides its users with a comprehensive feedback experience.

Teamflect provides a wide selection of pre-built templates in its feedback template gallery where you can choose anything from leadership skills feedback to employee developmental feedback . Teamflect’s feedback templates makes giving feedback to colleagues a breeze, and you can create custom feedback forms without a hassle!

Teamflect functions as so much more than just a platform to exchange positive feedback over. Looking for OKR software with some incredible goal-setting features? Teamflect has you covered! If you want to throw a dash of employee engagement survey into that mix,

Teamflect has your back there too. With a wide array of features neatly wrapped up in an easy-to-use dashboard, Teamflect is the best performance management solution available to Microsoft Teams users today!

How to use feedback software inside Microsoft Teams?

Now that we’ve discussed the use of feedback software as a best practice when it comes to building a positive feedback culture in your organization, we can’t not show you how exactly to use one.

In order to exchange feedback inside Microsoft Teams, we will be taking advantage of the best 360-degree feedback software for Microsoft Teams: Teamflect.

Step 1: Access the Teamflect Feedback module

Teamflect users can in fact access feedback templates without having to leave Teams chat but we do recommend you visit the feedback module itself, since it acts as a hub for all your feedback needs such as self-reviews, 360-degree feedback, and more!

Once you click the “New Feedback” button, you can start exchanging feedback inside Microsoft Teams right away. You don’t have to be the one giving the feedback. You can also request feedback for yourself or on behalf of someone else.

Step 2: Select a feedback template

Teamflect has an extensive library of customizable feedback templates. These ad-hoc feedback templates can be used straight out of the box and still work wonders in your team. That being said, you still have the option to create templates of your own, or customize existing templates with different question types such as Likert scale, rating questions, multiple choice, open-ended, and more!

Once you’ve chosen your template, you can start giving feedback right then and there!

Optional Step: 360-Degree Feedback

Many might consider 360-degree feedback to be a difficult practice to implement since it requires input from many different parties. Teamflect makes the entire process incredibly convenient.

With Teamflect, you can request feedback on behalf of yourself or others from direct reports, superiors, peers, or external parties. True 360-degree feedback covers all bases. That is why we made sure to include feedback from those outside of your organization such as customers, or independent contractors.

Optional Step: Summarize feedback with AI

For the sake of convenience, Teamflect users have the option to summarize the feedback they received throughout any given time-frame.

While every singe input is surely priceless, sometimes a summary can truly help speed things along. Simply click the “Summarize with AI” button to get all the key points from all the feedback you received.

What are the benefits of giving positive feedback at work?

Giving positive feedback can be a real game-changer in the workplace! Not only can it boost morale and motivation, but it can also help to create a supportive and positive work environment.

When someone receives positive feedback, they feel valued and appreciated, which can increase their engagement and commitment to their job. Plus, it’s always nice to know that your hard work is being recognized by your peers. Remember, peer recognition is magic!

Positive feedback doesn’t just boost morale and motivation! It also reinforces the positive behavior you praise. It is quite simply common sense, really. When you praise someone for a job well done, they’re more likely to continue doing the same things in the future. This leads to a more productive and efficient workplace, as well as happier and more fulfilled employees.

When to give positive feedback?

Positive feedback can be given at any time, but it’s most effective when it’s given as close to the event as possible. To make sure you give positive feedback at the best possible time, here is a small list of situations you should give positive feedback for:

When a colleague has completed a challenging project or task When a team member has gone above and beyond to help the team meet a deadline After a coworker has demonstrated exceptional teamwork or collaboration skills When an employee has achieved a significant milestone or accomplished a major goal When a team member has consistently shown improvement in their work or has overcome a personal or professional challenge.

How to give positive feedback examples?

Giving positive feedback is an important skill in both personal and professional settings. It helps motivate and encourage others, builds strong relationships, and fosters a positive environment.

Express appreciation: Let the person know that you value their contribution and effort.

Example: “I want to express my appreciation for your hard work on the project. Your dedication, attention to detail, and creativity really made a difference. The project turned out to be a great success, and you played a significant role in that.”

Focus on strengths: Highlight the person’s strengths and how they have positively impacted the situation or task.

Example: “Your problem-solving skills have been outstanding. Every time we face a challenge, you come up with innovative solutions that not only solve the problem but also improve our overall processes. Your ability to think outside the box is truly impressive.”

Connect to impact: Explain the positive impact of the person’s actions on the team, organization, or project.

Example: “Your leadership during the team project was invaluable. Your ability to delegate tasks effectively and provide guidance and support to team members greatly contributed to our success. Your leadership style fostered a collaborative environment where everyone felt motivated and empowered to do their best.”

Encourage personal growth: Highlight growth or improvement in someone’s skills or abilities.

Example: “I’ve noticed a significant improvement in your presentation skills over the past few months. Your confidence, delivery, and ability to engage the audience have all improved tremendously. Keep up the great work!”

Be genuine and sincere: Make sure your feedback comes from a place of authenticity and sincerity.

Example: “I genuinely appreciate your positive attitude and enthusiasm. Your energy is contagious, and it really boosts the team’s morale. Your positive outlook has created a supportive and enjoyable work environment.”

What to avoid when giving positive feedback to your colleagues?

While it may seem counterintuitive to consider potential issues when giving positive feedback, there are still important nuances to consider. While it may seem like positive feedback can’t do any harm, you just might be surprised at some of the nuances that go into good feedback comments. Here are some positive feedback issues you have to avoid!

Issue 1: Generic Praise

One common mistake when giving positive feedback is being too vague or generic. Generic compliments like “Great job!” or “You’re awesome!” lack specificity and may not carry the weight of genuine appreciation.

Be specific in your praise. Highlight the particular actions, behaviors, or achievements that impressed you. For example, instead of saying “Great presentation,” you could say, “I was impressed by how well you articulated the key points during the presentation, and your use of visuals made it engaging and informative.”

Issue 2: Overdoing It

While frequent positive feedback is encouraged, overdoing it can dilute its impact. If you praise every little thing, it may come across as insincere.

Reserve your positive feedback for truly outstanding or noteworthy accomplishments. This way, when you do offer praise, it will be seen as genuine and meaningful.

Issue 3: Public vs. Private Feedback

Publicly acknowledging your colleagues’ achievements can boost their morale, but not everyone is comfortable with public recognition.

Gauge your colleague’s preferences and comfort level with public praise. Some may appreciate it, while others may prefer private acknowledgment. Respect their preferences to ensure your feedback is well-received.

Issue 4: Exaggeration

Exaggerating your praise can make it seem insincere and overblown. Colleagues may question the authenticity of your compliments if they feel inflated.

Stick to genuine, honest, and good feedback. Express your admiration without resorting to hyperbole. If you genuinely believe your colleague did an exceptional job, your sincerity will shine through.

Ignoring the Details

Positive feedback examples are most effective when they are specific and meaningful. Failing to mention the details of what impressed you can make your praise seem superficial.

Pay attention to the specific actions, skills, or qualities that earned your colleague recognition. Highlight these details in your feedback to demonstrate that you’ve truly observed and appreciated their efforts.

In Conclusion

We want to end this post with a bit of a disclaimer. There isn’t a single example of positive feedback that has to be followed to a tee. While we wanted to provide you with as many professional positive feedback examples as we could, at the end of the day, the way you give positive feedback should change depending on who you are talking to, your organization’s culture, and a billion other things.

If you’ve come to this blog post with the question “What are some examples of positive feedback for colleagues?”, we do hope that you’re leaving satisfied and that we’ve also provided you with more than just good feedback examples but also some insight on how to give feedback as well!

Whether you are coming up with ideas for creative feedback for colleagues or simply looking to whip up some positive feedback for your coworkers, we hope you have the best of times!

Related Posts:

Written by emre ok.

Emre is a content writer at Teamflect who aims to share fun and unique insight into the world of performance management.

20 Great Constructive Feedback Examples For Your Manager

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16 constructive feedback examples — and tips for how to use them

Giving constructive feedback is nerve-wracking for many people. But feedback is also necessary for thriving in the workplace. 

It helps people flex and grow into new skills, capabilities, and roles. It creates more positive and productive relationships between employees. And it helps to reach goals and drive business value.

But feedback is a two-way street. More often than not, it’s likely every employee will have to give constructive feedback in their careers. That’s why it’s helpful to have constructive feedback examples to leverage for the right situation. 

We know employees want feedback. But one study found that people want feedback if they’re on the receiving end . In fact, in every case, participants rated their desire for feedback higher as the receiver. While the fear of feedback is very real, it’s important to not shy away from constructive feedback opportunities. After all, it could be the difference between a flailing and thriving team. 

If you’re trying to overcome your fear of providing feedback, we’ve compiled a list of 16 constructive feedback examples for you to use. We’ll also share some best practices on how to give effective feedback . 

What is constructive feedback? 

When you hear the word feedback, what’s the first thing that comes to mind? What feelings do you have associated with feedback? Oftentimes, feedback conversations are anxiety-ridden because it’s assumed to be negative feedback. Unfortunately, feedback has this binary stigma, it’s either good or bad.

But in reality, there are plenty of types of feedback leveraged in both personal and professional relationships. They don’t all fall into one camp or the other. And each type of feedback is serving a purpose to ultimately better an individual, team, or work environment. 

For example, positive feedback can be used to reinforce desired behaviors or big accomplishments. Real-time feedback is reserved for those “in the moment” situations. Like if I’ve made a mistake or a typo in a blog, I’d want my teammates to give me real-time feedback . 

However, constructive feedback is its own ball game. 

What is constructive feedback?

Constructive feedback is a supportive way to improve areas of opportunity for an individual person, team, relationship, or environment. In many ways, constructive feedback is a combination of constructive criticism paired with coaching skills. 

16 constructive feedback examples to use 

To truly invest in building a feedback culture , your employees need to feel comfortable giving feedback. After all, organizations are people, which means we’re all human. We make mistakes but we’re all capable of growth and development. And most importantly, everyone everywhere should be able to live with more purpose, clarity, and passion. 

But we won’t unlock everyone’s full potential unless your people are comfortable giving feedback. Some employee feedback might be easier to give than others, like ways to improve a presentation. 

But sometimes, constructive feedback can be tricky, like managing conflict between team members or addressing negative behavior. As any leader will tell you, it’s critical to address negative behaviors and redirect them to positive outcomes. Letting toxic behavior go unchecked can lead to issues with employee engagement , company culture, and overall, your business’s bottom line. 

Regardless of where on the feedback spectrum your organization falls, having concrete examples will help set up your people for success. Let’s talk through some examples of constructive feedback. For any of these themes, it’s always good to have specific examples handy to help reinforce the feedback you’re giving. We’ll also give some sample scenarios of when these phrases might be most impactful and appropriate. 

Constructive feedback examples about communication skills  

An employee speaks over others and interrupts in team meetings.

“I’ve noticed you can cut off team members or interrupt others. You share plenty of good ideas and do good work. To share some communication feedback , I’d love to see how you can support others in voicing their own ideas in our team meetings.” 

An employee who doesn’t speak up or share ideas in team meetings.

“I’ve noticed that you don’t often share ideas in big meetings. But in our one-on-one meetings , you come up with plenty of meaningful and creative ideas to help solve problems. What can I do to help make you more comfortable speaking up in front of the team?” 

An employee who is brutally honest and blunt.

“Last week, I noticed you told a teammate that their work wasn’t useful to you. It might be true that their work isn’t contributing to your work, but there’s other work being spread across the team that will help us reach our organizational goals. I’d love to work with you on ways to improve your communication skills to help build your feedback skills, too. Would you be interested in pursuing some professional development opportunities?”  

An employee who has trouble building rapport because of poor communication skills in customer and prospect meetings.

“I’ve noticed you dive right into the presentation with our customer and prospect meetings. To build a relationship and rapport, it’s good to make sure we’re getting to know everyone as people. Why don’t you try learning more about their work, priorities, and life outside of the office in our next meeting?” 

Constructive feedback examples about collaboration 

An employee who doesn’t hold to their commitments on group or team projects.

“I noticed I asked you for a deliverable on this key project by the end of last week. I still haven’t received this deliverable and wanted to follow up. If a deadline doesn’t work well with your bandwidth, would you be able to check in with me? I’d love to get a good idea of what you can commit to without overloading your workload.”  

An employee who likes to gatekeep or protect their work, which hurts productivity and teamwork .

“Our teams have been working together on this cross-functional project for a couple of months. But yesterday, we learned that your team came across a roadblock last month that hasn’t been resolved. I’d love to be a partner to you if you hit any issues in reaching our goals. Would you be willing to share your project plan or help provide some more visibility into your team’s work? I think it would help us with problem-solving and preventing problems down the line.” 

An employee who dominates a cross-functional project and doesn’t often accept new ways of doing things.

“I’ve noticed that two team members have voiced ideas that you have shut down. In the spirit of giving honest feedback, it feels like ideas or new solutions to problems aren’t welcome. Is there a way we could explore some of these ideas? I think it would help to show that we’re team players and want to encourage everyone’s contributions to this project.” 

Constructive feedback examples about time management 

An employee who is always late to morning meetings or one-on-ones.

“I’ve noticed that you’re often late to our morning meetings with the rest of the team. Sometimes, you’re late to our one-on-ones, too. Is there a way I can help you with building better time management skills ? Sometimes, the tardiness can come off like you don’t care about the meeting or the person you’re meeting with, which I know you don’t mean.” 

A direct report who struggles to meet deadlines.

“Thanks for letting me know you’re running behind schedule and need an extension. I’ve noticed this is the third time you’ve asked for an extension in the past two weeks. In our next one-on-one, can you come up with a list of projects and the amount of time that you’re spending on each project? I wonder if we can see how you’re managing your time and identify efficiencies.” 

An employee who continuously misses team meetings.

“I’ve noticed you haven’t been present at the last few team meetings. I wanted to check in to see how things are going. What do you have on your plate right now? I’m concerned you’re missing critical information that can help you in your role and your career.” 

Constructive feedback examples about boundaries 

A manager who expects the entire team to work on weekends.

“I’ve noticed you send us emails and project plans over the weekends. I put in a lot of hard work during the week, and won’t be able to answer your emails until the work week starts again. It’s important that I maintain my work-life balance to be able to perform my best.” 

An employee who delegates work to other team members.

“I’ve noticed you’ve delegated some aspects of this project that fall into your scope of work. I have a full plate with my responsibilities in XYZ right now. But if you need assistance, it might be worth bringing up your workload to our manager.” 

A direct report who is stressed about employee performance but is at risk of burning out.

“I know we have performance reviews coming up and I’ve noticed an increase in working hours for you. I hope you know that I recognize your work ethic but it’s important that you prioritize your work-life balance, too. We don’t want you to burn out.”  

Constructive feedback examples about managing 

A leader who is struggling with team members working together well in group settings.

“I’ve noticed your team’s scores on our employee engagement surveys. It seems like they don’t collaborate well or work well in group settings, given their feedback. Let’s work on building some leadership skills to help build trust within your team.” 

A leader who is struggling to engage their remote team.

“In my last skip-levels with your team, I heard some feedback about the lack of connections . It sounds like some of your team members feel isolated, especially in this remote environment. Let’s work on ways we can put some virtual team-building activities together.” 

A leader who is micromanaging , damaging employee morale.

“In the last employee engagement pulse survey, I took a look at the leadership feedback. It sounds like some of your employees feel that you micromanage them, which can damage trust and employee engagement. In our next one-on-one, let’s talk through some projects that you can step back from and delegate to one of your direct reports. We want to make sure employees on your team feel ownership and autonomy over their work.” 

8 tips for providing constructive feedback 

Asking for and receiving feedback isn’t an easy task. 

But as we know, more people would prefer to receive feedback than give it. If giving constructive feedback feels daunting, we’ve rounded up eight tips to help ease your nerves. These best practices can help make sure you’re nailing your feedback delivery for optimal results, too.

Be clear and direct (without being brutally honest). Make sure you’re clear, concise, and direct. Dancing around the topic isn’t helpful for you or the person you’re giving feedback to. 

Provide specific examples. Get really specific and cite recent examples. If you’re vague and high-level, the employee might not connect feedback with their actions.

Set goals for the behavior you’d like to see changed. If there’s a behavior that’s consistent, try setting a goal with your employee. For example, let’s say a team member dominates the conversation in team meetings. Could you set a goal for how many times they encourage other team members to speak and share their ideas? 

Give time and space for clarifying questions. Constructive feedback can be hard to hear. It can also take some time to process. Make sure you give the person the time and space for questions and follow-up. 

Know when to give feedback in person versus written communication. Some constructive feedback simply shouldn’t be put in an email or a Slack message. Know the right communication forum to deliver your feedback.   

Check-in. Make an intentional effort to check in with the person on how they’re doing in the respective area of feedback. For example, let’s say you’ve given a teammate feedback on their presentation skills . Follow up on how they’ve invested in building their public speaking skills . Ask if you can help them practice before a big meeting or presentation. 

Ask for feedback in return. Feedback can feel hierarchical and top-down sometimes. Make sure that you open the door to gather feedback in return from your employees. 

Start giving effective constructive feedback 

Meaningful feedback can be the difference between a flailing and thriving team. To create a feedback culture in your organization, constructive feedback is a necessary ingredient. 

Think about the role of coaching to help build feedback muscles with your employees. With access to virtual coaching , you can make sure your employees are set up for success. BetterUp can help your workforce reach its full potential.

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Madeline Miles

Madeline is a writer, communicator, and storyteller who is passionate about using words to help drive positive change. She holds a bachelor's in English Creative Writing and Communication Studies and lives in Denver, Colorado. In her spare time, she's usually somewhere outside (preferably in the mountains) — and enjoys poetry and fiction.

5 types of feedback that make a difference (and how to use them)

Become a pro at asking for feedback (and receiving it), why coworker feedback is so important and 5 ways to give it, are you receptive to feedback follow this step-by-step guide, how to give positive comments to your boss, how to give negative feedback to a manager, with examples, how to give and take constructive criticism, feedback in communication: 5 areas to become a better communicator, handle feedback like a boss and make it work for you, how to give feedback to your boss: tips for getting started, how to embrace constructive conflict, upward communication: what is it 5 examples, what is job crafting, why does it matter, and how can you do it, get flexible. adapting to changes will take you to the top, take the initiative: a how-to guide in 10 steps, 7 types of meetings (and how to get them right), how to write a professional development plan for career success, 10 organizational skills that will put you a step ahead, stay connected with betterup, get our newsletter, event invites, plus product insights and research..

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How to give feedback about a presentation

As Saturday, June 1st is officially #SaySomethingNiceDay , I thought it might be “interesting” to research (and blog about!) something I’ve personally always found difficult – how to give feedback on a presentation. As that’s a significant part of my work as a presentations trainer, it’s something I’ve done a lot of, but I’m not really thinking about that kind of thing.

I’m more thinking of the time when you sit through something-or-other-but-you’re-not-sure-what from Fred in Finance. He bounds up to you at the water cooler later and grins at you. Your heart sinks…

Pick the right measure of a successful presentation

The thing about presentations is that we tend to judge them by the wrong measures. Because we’re all sat in the audience, possibly chewing off our own toe-nails in an attempt to find interest and/or meaning to the presentation and the slides, we judge presentations by how well it kept our interest and entertained us. The thing is, “keeping us entertained” is not (usually) the key metric for a presentation.

Of course, if we’re not interested in the presentation it’s hard to learn anything from it, so “being interesting enough” is the baseline for a successful presentation, but that doesn’t make it how you should measure it beyond that.

What you should do to measure whether a presentation was good or not was to ask two questions:

• what was the presentation supposed to do?
• did it do it?

If the answer to that question was “yes”, then you can go ahead an indulge praising Fred From Finance. Even if you’ve bitten off three of your toe-nails in the process.

But what about a failed presentation?

So far so good, but what do you do if the answer to the question above was “no”? That rather depends on if your job (or something similarly important) depends on the good graces of Fred From Finance. But let’s assume that you want to be reasonably honest and at the same time, reasonably positive?

How should you give feedback on a presentation?

Pretty clearly, the best option here is to get Fred to do a critique of his own work, so that you don’t need to be the one to point out the painful to him. And don’t forget, you have a moral obligation to help Fred here. Presentations cost your organisation money and morale, so letting Fred continue to get away with it is wasting time and money. Worse, bad presentations reduce the love of life! 😉

Start with something specific and concrete . For example, you might want to look at the slide’s colour scheme.

Once you’ve picked your “point of entry” for feeding back, go for a question. Use an open question, not something Fred can close down with a simple yes/no. An example might be something like “I love how much work you put into the slide design – what was it that made you pick those colours?”.

By couching it in those terms, Fred won’t automatically hear what you said as a critisism. Critisism makes people defensive. After all, they’ve done what they thought was right, and telling people they’re wrong is a direct challenge. By asking for more information you open up a conversation about the thinking process involved (assuming their was one! 🙂 ).

The important thing is to work with Fred on the problem, so that he’s receptive to change. If you work on Fred as the problem, he’ll resist.

Pro-tip – make sure the open question you use isn’t “Why?”. That’s pretty much always taken as a challenge. Compare the question above with “Why did you pick those colours for the slides?”.

If someone said that about your slides you’d automatically assume they thought the the choice was a bad one, wouldn’t you?

Oh, and don’t try to provide feedback on more than one (or two) things at a time. Too much critisism makes people feel like they’re being battered by a heavy weight – and they’re less likely to take things on board.

… and once you’ve got Fred talking about his processes, you can follow on with a hidden suggestion. Try something like “Oh, cool. I wondered if it was something like that. Have you come across the colour advice at XYZ?”

When Fred says no, you’re in the position of doing him a favour by giving him a tool to make his next presentation even better!

What about triaging the presentation?

Errrmmm… what’s triage, Simon? Triage is the act/art of splitting things into three bits:

• this can’t be helped no matter what
• this is on the borderline and can be helped with effort
• this is okay and doesn’t need to be helped

Side note: triage is originally a medical term, looking at the order in which casualties are to be treated.

In terms of Fred From Finance’s presentation this boils down to making sure the feedback you give him is in the middle bit. Don’t pick on the colour scheme of slides if it’s so damned bad that nothing you can do will save it. Similarly don’t feedback on the volume of Fred’s voice if it was loud enough for everyone to hear. Instead, pick on something about the presentation that’s on the cusp of being good enough – something that, once you improve it – will make a clear difference to how well the presentation goes.

The idea is to pick something that even Fred can see was useful, so that the next presentation is better and which in turn means that the next round of feedback is easier to give.

In short, pick your fights!

Think carefully about which bit of the presentation it’s worth giving feedback on and don’t just list everything that was wrong!

Have you ever been brutal, Simon?

Yes. That will come as no surprise, for long-time readers. I’ve walked out on public presenters because they were getting paid – but they were so bloody bad (as presenters, I’m sure they were lovely people) that they were wasting everyone’s time. That’s rare though. Normally I just find something else to do on my iPhone.

I semi-famously told someone who became a friend of mine “That was by far, the least crap presentation of today.” (If you’re interested, they held onto that line to use at a presentation of mine recently when I came off stage!)

The point is – and this is personal, not based on research… so ignore it if you want – that by not giving people some help, you’re actually doing them a disservice, along with everyone else in the audience.

On the other hand, if you’re on the receiving end of feedback, take a long hard look at whether your presentations will benefit from following it!

Love it! This is always a tricky subject to approach in my line of work. So thanks!

Hi Laura – I can imagine how tricky it is to give feedback on headshots and images. The phrase “What were you thinking?!?!” probably wouldn’t work too well! 🙂

Fun topic for #SaySomethingNiceDay : )) I saw a presentation a while ago. I disagreed with something fundamental the person said. But I just swallowed it. Your advice has encouraged me to tackle this sort of thing in future (perhaps…)

That’s interesting Janine – when I wrote it I was thinking more of ‘bad’ presentations rather than things in what might be good presentations (or bad ones) that we disagree with. I guess the principles remain the same though!

Good approaches here, Simon. It definitely sounds right to take the conciliatory/supportive approach rather than the “37 reasons why your presentation sucked ass (and why you’re even worse than that)” approach.

I’ve never heard of #SaySomethingNiceDay – what a world.

Hi John – to be honest, I’d not heard of it either until something arrived in my in-box. Nice that we’ve got such a day, but a shame that the world needs it!

Thanks Simon. This could be applied to any feedback. Particularly like the triage idea.

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The Feedback Loop

Search this blog, peer feedback on student presentations: use roles for better feedback and engagement.

• How do I help students give each other meaningful feedback?
• How do I keep all students engaged during presentations and presentation feedback?

Roles during practice presentations

• Content - Provide feedback on the content of the presentation
• Presentation Skills - Observe and provide feedback on presentation skills and slide design
• Timer - Write down the times for each part of the presentation (or video tape it!)

Roles during final presentations

• Optimist - I love the idea that..., I really liked how you...
• Innovator - What if...? Did you consider the idea to...?
• Analyst - How does this part work...? Can you explain more...?
• Pessimist - This part seems infeasible because..., How will you overcome the challenge of...?

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Popular posts from this blog, back-to-school: consider your feedback system, not grading system, a culture of iteration: policies and practices for a revision-focusedclassroom, part 2 - tools for an equitable feedback system: engaging with criteria.

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Open Access

Peer-reviewed

Research Article

All hands on deck during the COVID-19 pandemic. Maintaining face-to-face medical education and clinical placements

Roles Supervision

* E-mail: [email protected]

Affiliation Department of Clinical Microbiology, Royal College of Surgeons in Ireland University of |Medicine and Health Sciences, Dublin, Ireland

Roles Data curation

Affiliation Estate and Support Services, Royal College of Surgeons in Ireland University of |Medicine and Health Sciences, Dublin, Ireland

Roles Project administration

Affiliation Student, Academic and Regulatory Affairs, Royal College of Surgeons in Ireland University of |Medicine and Health Sciences, Dublin, Ireland

Roles Investigation

Affiliation School of Pharmacy and Biomolecular Science, Royal College of Surgeons in Ireland University of |Medicine and Health Sciences, Dublin, Ireland

Roles Resources

Affiliation School of Nursing and Midwifery, Royal College of Surgeons in Ireland, Dublin University of |Medicine and Health Sciences, Dublin, Ireland

Roles Writing – review & editing

Affiliations Department of Clinical Microbiology, Royal College of Surgeons in Ireland University of |Medicine and Health Sciences, Dublin, Ireland, Department of Microbiology, Beaumont Hospital, Dublin, Ireland

Affiliation Centre for Mastery: Personal, Professional and Academic Success, Royal College of Surgeons in Ireland, Dublin University of |Medicine and Health Sciences, Dublin, Ireland

Affiliations International Health and Tropical Medicine, Royal College of Surgeons in Ireland University of |Medicine and Health Sciences, Dublin, Ireland, Clinical Directorate of Medicine, Beaumont Hospital, Dublin, Ireland

Affiliation Mercer’s Medical Centre, Royal College of Surgeons in Ireland University of |Medicine and Health Sciences, Dublin, Ireland

• Hilary Humphreys, 
• Ronan Baxter, 
• Judith Gilroy, 
• Gianpiero L. Cavalleri, 
• Tom O’Connor, 
• Steve W. Kerrigan, 
• Fidelma Fitzpatrick, 
• Aoife Gilligan Quinn, 
• Sam McConkey, 
• Kilian McGrogan

• Published: July 1, 2024
• https://doi.org/10.1371/journal.pone.0306129
• Reader Comments

Medical students must have robust educational experiences, graduate and commence timely employment. Here, we describe how the Royal College of Surgeons in Ireland (RCSI) delivered clinical placements in medical programmes over the first three waves of the COVID-19 pandemic in Ireland, including a student-centred, holistic approach to students’ educational, social and health needs with strong student involvement, re-organising the university’s primary care team, developing COVID-19 PCR testing on site and re-focusing communications and student services. This resulted in re-arranging the students into learning communities, and students and staff electronically recorded their COVID-19 symptom status daily. In-person observed structured clinical examination and other clinical exams progressed. No lockdown of any campus occurred. Over the two senior years, 693 students completed 15,000 weeks of clinical and experiential learning across 104 sites, similar to previous years, including anatomy practicals, procedural skills training, simulated ward rounds and patient encounters, case-based presentations and small group tutorials. The compliance rate with the daily symptom tracker was 91%. The percentage response rate and the number of students providing feedback from October 2020 to April 2021 was as high as 50%. The overall response rate was 33%. By mid-May, 93–95% of students in the two senior years had had at least one dose of the SARS-CoV-2 vaccine, with 99% fully vaccinated by the start of the next academic year in autumn 2021. Over the period of testing for SARS-CoV-2, just over 22,000 samples were processed, of which 0.79% were positive; no medical student acquired COVID-19 or was associated with nosocomial transmission. The total investment by the RCSI in Dublin, was €9.3m (€1.2 in capital expenditure and €8.1 in operational expenses). Continuing face-to-face clinical placements during a pandemic was possible through a multi-model approach that prioritised two-way communication, compliance with national public health advice and student screening.

Citation: Humphreys H, Baxter R, Gilroy J, Cavalleri GL, O’Connor T, Kerrigan SW, et al. (2024) All hands on deck during the COVID-19 pandemic. Maintaining face-to-face medical education and clinical placements. PLoS ONE 19(7): e0306129. https://doi.org/10.1371/journal.pone.0306129

Editor: Muhammad Shahzad Aslam, Xiamen University - Malaysia Campus: Xiamen University - Malaysia, MALAYSIA

Received: April 8, 2022; Accepted: June 10, 2024; Published: July 1, 2024

Copyright: © 2024 Humphreys et al. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Data Availability: "Some specific data has been published, i.e. references 18 & 21, and other data is in the public domain, e.g. public health surveillance information. The authors are not able to make public the confidential, clinical data due to ethical and legal restrictions (i.e., EU GDPR regulations). The data may be requested from the authors or from the Research Ethics Committee of the Royal College of Surgeons in Ireland [Tel: +353 1 4022205; Email: [email protected] ]."

Funding: Apart from the additional resources provided by the RCSI to continue teaching and assessments, e.g. testing for SARS-CoV-2, there was no designated funding allocated to the collection and reporting of these data, either from the RCSI or from any outside funding agency. None of the authors received individual funding for this task but undertook it as part of their other professional and academic activities.

Competing interests: All authors have no competing interests that are relevant to the subject material of this manuscript.

The unprecedented and ongoing Coronavirus disease 2019 (COVID-19) pandemic was challenging given the transmissibility of the virus in the community and amongst patients and healthcare workers (HCW). In the healthcare setting, HCW became ill and could potentially transmit the virus to patients and colleagues. Furthermore, infected staff and staff close contacts had to remain off work in many instances for 10–14 days, which had implications for staffing levels [ 1 ]. The rate of infection amongst HCW during outbreaks was up to 20% and regular and repeat testing of HCW was recommended as part of infection prevention and control (IPC) measures during suspected outbreaks [ 2 , 3 ].

Medical students are the doctors of tomorrow, but the delivery of medical education during the pandemic was challenging [ 4 ]. Sustaining face-to-face teaching, especially clinical placements, was difficult. Some medical schools cancelled activities and moved content online [ 4 – 7 ]. Many assessments did not take place; in 32 of 33 UK medical schools, final year students reported that 38% of objective structured clinical examinations exams (OSCE) had been cancelled [ 8 ]. Medical students need to graduate and fill important healthcare roles, but there are significant implications from moving entirely on-line such as generalised anxiety, depression and reduced physical activity [ 9 – 11 ].

During the pandemic, it was essential to prioritise safety while maximising core educational activity. A continuous ‘pipeline’ of medical graduates is needed to replenish the health service, replacing continuously retiring or departing staff. The priority was to ensure that students had a robust educational experience, became competent safe graduates, and stepped into employment on time.

The first case of COVID-19 in Ireland was confirmed on February 29 th 2020. Schools and colleges closed and large gatherings were cancelled on 12 March 2020. By 24th March 2020, almost all businesses were shut and a national mandatory stay at home order was implemented on March 28 th , followed by a phased easing of restrictions from mid-May. Schools re-opened in September, but in response to a 14-day incidence rate of 120 per 100,000 population, another country-wide lockdown occurred (excluding schools) in October 2020. Restrictions were eased in early December 2020 and following an additional surge in late December, a new state-wide lockdown occurred which this time included schools.

Healthcare vaccination commenced in Ireland on 29 th December 2020, rapidly followed by vaccination of residents of long-term care facilities in late January 2021. Schools reopened in March 2021. Higher education institutions were issued with governmental sector wide guidance, which allowed essential in-person activities to continue, within strict and limited criteria.

Here we outline how the RCSI addressed the challenges presented by the pandemic. The objectives of the RCSI approach were to ensure the safety of students, staff and patients, and deliver clinical placements and face-to-face teaching sessions. This was achieved by providing effective two-way communication with students, undertaking student screening and finally, ensuring student compliance with public health measures. In describing how we responded to the pandemic, we reflect on what measures were introduced, their relative success and the implications if a similar pandemic occurred in the future, in the hope that this may help in guiding other medical schools faced with equivalent circumstances.

The participants were the medical student population in the RCSI University of Medicine and Health Sciences during the pandemic, i.e. from 2020 to 2022 inclusive. Staff in the university were participants as part of a multi-disciplinary team to develop measures to mitigate the effects of the pandemic and in monitoring their effectiveness.

Outcomes measures

The effectiveness of the interventions designed to manage the impact of COVID-19 on student health and learning were assessed in a number of ways:

• Compliance rates with daily health checks. Anonymised data from the online systems were used to collect these.
• Anonymised written student feedback.
• SARS-CoV2 positivity rates collected from our onsite testing.
• Vaccination rates.
• Student participation and attainment data, including completion of clinical rotations, classroom and tutorial sessions within the time period.

Generally, the data extend up to the end of semester for the academic year 2020–21, i.e. approximately mid-May, even if there was some variation as to when the year ended for some students, e.g. earlier compared to later years. Furthermore, some national data were incomplete or delayed due to a cyberattack on the Irish Health Service Executive (HSE) databases in the spring of 2021.

Interventions

An outline of the interventions together with those introduced nationally, e.g. lockdowns and restrictions on the movement of the public is provided in Fig 1 .

• PPT PowerPoint slide
• PNG larger image
• TIFF original image

https://doi.org/10.1371/journal.pone.0306129.g001

Those interventions against which the outcomes were measured were the development of a multi-disciplinary team (MDT), enhanced engagement with students including regular student surveys and and the development of a COVID-19 information hub, setting up an online system for daily symptom recording amongst students, the establishment of student testing on site, providing an additional campus with closed student learning communities to facilitate social distancing, student vaccination and contact tracing of COVID-19 positive students, and liaison with public health authorities.

Initial actions–Spring/summer 2020

The Royal College of Surgeons in Ireland (RCSI) is an international University of Medicine & Health Sciences that graduates students in medicine (undergraduate and graduate entry), pharmacy and physiotherapy, is the largest provider of postgraduate training in nursing in Ireland, undertakes biomedical research & provides surgical training. Excluding trainees in surgery and radiology, there are currently approximately 4,600 students of which about 3,000 are full-time. The student body is internationally diverse with 82% of medical students travelling to Ireland from over 67 countries. Students mainly live in the centre of Dublin in self-contained rented housing, and not in university halls of residence.

In response to the COVID-19 pandemic, the university developed a holistic co-ordinated approach to students’ educational, social and health needs, which was co-designed with students, and delivered by a MDT that built on existing strengths. ( Fig 2 ). This MDT was led by a member of the senior management team, who called on expertise and insights from colleagues at every level across professional services, i.e. finance, academic affairs including registry, careers and wellbeing, student services including gym and university societies, estates and campus security, travel department, human resources, and communications. Clinical colleagues managing student health directly through the RCSI primary care student health centre, colleagues from the School of Nursing & Midwifery who provided support to students testing positive, those with considerable expertise in clinical microbiology and infectious diseases with access to national policy makers, and scientists with expertise in molecular testing protocols, were also included. This MDT, often including up to 20 individuals, met online three times a week and more at the height of the pandemic. Support for the work of the MDT was evident by the attendance and contributions of the Vice Chancellor (VC) of the University at the majority of these meetings.

Organisational flow chart.

https://doi.org/10.1371/journal.pone.0306129.g002

Engagement with the students was through the students union, class representatives and regular “class calls” on MS Teams. University wide messages were delivered through a variety of channels including a newsletter from the Deputy Vice Chancellor for Academic Affairs (initially daily and then weekly) and regular video addresses from the VC streamed through MS Teams.

Student feedback and comments were collected through the “RCSI Student Pulse”, a monthly anonymous survey of students’ experience. The survey was based on a random sample of a third of the RCSI student population and participation was voluntary. The data was collected between October 2020 and April 2021 by the RCSI Quality Enhancement Office. The poll asked three questions to a randomly selected sample of students, approximately one third of the undergraduate student population each time. The purpose of the poll was to provide quick feedback to facilitate rapid changes at the time, to highlight good practice and to indicate matters of concern that could be actioned to enhance student experience.

Students replied by typing into a free text box. The questions asked were:

Q1. Please briefly outline the main aspects of your RCSI experience that worked well during the last four weeks.

Q2. Please briefly outline the things about your RCSI experience that could be improved.

Q3. Please use the space below to provide any additional comments for the following RCSI facilities and services.

Categorization into positive or negative feedback was made from the comments provided to Q1 or Q2 and the sentiments expressed across all three questions, e.g. “I did feel communication was lacking” would be categorised as “negative”, while “They have always been very fast in their replies and supportive”, would be considered positive.

In March 2020, we anteponed final medical clinical examinations to avoid the first COVID-19 wave in hospitals. All other students were asked to return to their countries/ homes, prioritising students graduating in late spring 2020. A website with detailed information and a COVID-19 information hub were established. A student census was undertaken to ensure that all students had returned safely to their family homes, and teaching, and clinical sessions were innovatively converted online.

Planning for autumn 2020 and beyond

Over the summer of 2020, we planned how to return our international students to Ireland safely through re-organising the university’s primary care team, establishing COVID-19 testing on site, and re-focussing communications and student services. This was to simulate a normal medical school experience (including face-to-face sessions), and care for and, support students far from home, family and close friends, when Ireland’s COVID-19 rates rapidly oscillated between the lowest to the highest in Europe [ 12 ].

In September 2020, to facilitate socially distanced face-to-face classes, the city centre campus was reserved for Year 1 students. An additional campus at a convention centre in a major sports stadium was secured for Year 2 and 3 students, with students in Year 4 and 5 being based at clinical sites.

When returning in August to Dublin, students were provided with a framework of activities, encompassing all aspects of university life. International students were required to pre-book an RCSI pick-up at the airport & were transported to their accommodation, where they were supported while restricting their movements for the mandated 14 days. This included the delivery of a pre-built MacBook to every new student to ensure appropriate access to the RCSI virtual learning environment and online assessments systems, and scheduled social contacts from an academic and pastoral learning community lead who arranged, ‘virtual coffees’. Between days 7 to 10 after arrival, we arranged COVID-19 screening, which largely anticipated subsequent recommendations on testing students [ 13 ].

We sought to maintain face-to-face encounters and clinical placements, whilst limiting possible transmission by organising students into ‘learning communities’, i.e. small closed groups of students always scheduled together, and cycling these communities through the campus for HyFlex teaching [ 14 – 16 ], clinical placement, and library access. Students practised 2-metre social distancing and mask wearing at all times on the campus. Day-to-day collaboration with students and staff, and using new teaching tools like open-mic sessions, and recorded lectures, ensured a smooth autumn semester. We succeeded through project- based co-ordination of efforts from non-clinical supports such as academic affairs, student services, training and finance, and clinical services such as primary care, clinical liaison and testing, while maintaining strong relationships with affiliated clinical sites ( Fig 2 ).

Infection prevention and control measures, including testing

We sought to minimise the acquisition of COVID-19 amongst our student population through a combination of IPC measures (e.g. social distancing, mandatory masking wearing while on campus, enhanced cleaning and decontamination protocols and hand hygiene), complying with public health advice, testing for SARS-CoV-2, prompt isolation of positive cases, active contact tracing, and movement restrictions on student close contacts. Based on Irish public health advice and in conjunction with local public health specialists, a simple Microsoft Teams form was created, that required students to check their symptoms daily if they had been in close contact with a case, or had travelled from overseas. The form was co-designed with students, and student representatives advised on how to encourage peer compliance. A daily “invite” was sent to class groups, weekly statistics on completion were shared with the class representatives and regular, personal follow up with students reporting symptoms or non-completion, ensued. All COVID-19 clinical issues amongst the student body, including symptom assessment and advice, referral, contact concerns, liaison with public health and decision making on return to placement timings, were dealt with by our in-house comprehensive primary care team. This provided free seven days a week care to all students.

From January 2021, RCSI medical students on clinical rotations were included in the national programme of healthcare vaccination, which was delivered via our clinical sites.

We established an on-campus testing facility in August 2020 under supervision of the primary care service with clinical operational assistance for swabbing being provided by the School of Nursing and nurses from the Department of Surgery. This facility mirrored the standards and protocols of public health testing facilities in Ireland [ 17 ]. Initially PCR testing of nasopharyngeal swabs (NPS) was performed offsite. In November 2020, we established an onsite COVID-19 laboratory, facilitating faster test turnaround times, and tighter integration of testing with the university’s contact tracing and IPC programme. Having confirmed the efficacy of saliva samples compared to nasopharyngeal swabs, we started to process these at the start of the next academic year to detect SARS-Co-V2 [ 18 ]. RNA extraction from NPS samples was performed on a KingFisher™ Flex instrument using 200 μL of NPS sample input and a MagMax Viral/Pathogen II Nucleic Acid Isolation Kit, as per manufacturers’ instructions, and in line with the CDC protocol [ 19 ].

Before the January 2021 semester started, all students (regardless of overseas travel) were tested for COVID-19 at the RCSI testing facility. We introduced regular and frequent COVID-19 screening of clinical students by PCR, initially based on varying levels of endemicity, or each time a student changed a clinical placement. This occurred approximately every two weeks, with approximately 500 tests weekly from November 2020.

When positive cases were detected, RCSI student health teams initiated rapid contact tracing internally across the RCSI, as well as referring the student to public health for contact tracing in the wider community. During early 2021, when public health contact tracing was not possible nationally due to the massive case numbers, we continued to contact trace and test close contacts of all students. Where a student tested positive, they received a daily ‘phone call from clinical staff to monitor their health, and a separate contact from student welfare and support services, to assist their general health and wellbeing. Changes in their academic programme were arranged as necessary, including waiving the need to complete applications for exceptional circumstances, to allay anxiety relating to assessment impacted by reported infection or isolation.

Social and mental health supports

To reduce the risk of student infection through travel or subsequent on-campus outbreaks, our international students were discouraged from returning home to celebrate the winter holiday season at the end of 2020. However, we employed an additional student welfare officer who started in June 2020, in recognition of the increasing complexity and need in the area of mental health and student wellbeing. We also supported students through activities such as virtual drop-in coffee breaks, online fitness classes and mindfulness sessions.

Mindful that this might be the first time that many students were away during the holiday (i.e. December 2020-January 2021), we supported their mental health and well-being through a programme of festive activities, compliant with public health guidelines with limited social gatherings. Students received Christmas hampers, including baked goods made by staff, and students delivered Christmas bouquets to older people in the local community. Such was that commitment, the RCSI was shortlisted for The Times higher award for Outstanding Support for Students ( https://twitter.com/rcsi_irl/status/1438524331185770508 ).

Ethics and consent to participate

“All hands on deck during the COVID-19 pandemic. Maintaining face-to-face medical education and clinical placements” falls into the category of audit, and as such, did not require RCSI Research Ethics Committee (REC) approval.” The REC consequently agreed that individual consent was not therefore required. However, students and staff were fully informed and kept up to date about the measures taken and why they were necessary. i.e. to ensure their safety, and in the face of an unprecedented public health emergency.

The overarching RCSI mission during the pandemic was to ensure that students continued their education, that their health and wellbeing as well as that of staff and patients were protected, that there was no interruption in the supply of medical graduates to continue to provide health services, that medical and other staff continued to contribute to the local and national response, and finally that research, including on SARS-CoV-2, continued. This commitment was evident from the huge effort of all staff and led by the ongoing MDT. The total investment by the RCSI in control measures in Dublin, including testing (see below) was €9.3m, compromising €1.2 in capital expenditure and €8.1 in operational expenses.

Compliance with daily health checks

The compliance rate across direct and graduate entry medicine was 91% over the course of the academic year. Regular, multi-channel, two-way communication with and involvement of students resulted in high adherence to daily health checks, even if these fell somewhat towards the end of the academic year ( Fig 3 ).

https://doi.org/10.1371/journal.pone.0306129.g003

Student feedback

Feedback from students was general positive, with most welcoming the regular screening and supportive interventions, even if the response rate fell over time. The percentage response rate and the number of students (in parentheses) providing feedback for October, November 2020, January, February, March and April 2021 were, 50% (415), 43% (362), 34% (288), 29% (238), 23% (187), and 20% (163), respectively. The overall response rate was 33%.

Many missed the social interactions and suggestions for improvement largely related to access to vaccine, particularly in the latter half of the post-Christmas semester. Counselling referrals for mental health support increased by 23% in 2020 compared to 2019 and self-referral rates increased by 64% over the same period. However, higher levels of self-awareness and self-care, and a greater awareness of the services may in part explain the latter.

There was a lot of effort put in at university level into the responses to students as feedback and providing reassurance were a priority. For example, a “CEO’s video message” went out to students and was linked to the feedback received. In these, negative issues or concerns previously raised were addressed and where possible relevant information provided, as requested by the students. There were also additional communications by email.

Fig 4 outlines some key themes from the feedback in the form of word clouds. This was achieved by conducting a sentiment analysis based on the free texts as described [ 20 ]. Many of the prominent texts indicated positive terms such as well, safe, good and great.

Word clouds of A. positive feedback from medical students with the word COVID removed. B suggestions for improvement from medical students with the word COVID removed.

https://doi.org/10.1371/journal.pone.0306129.g004

Vaccination

Vaccination of healthcare students on clinical sites was prioritised by Irish health authorities from the onset of availability, and medical student vaccination was delivered by hospitals and other clinical sites. By the middle of June 2021, 64% of medical students had been able to secure a vaccine, but for students in the clinical years or attending a scheduled clinical attachment, this rose to 95% of students who had been fully or partially vaccinated. ( Fig 5 ). By the start of the next academic year, i.e. 2021–22, 99% were fully vaccinated.

https://doi.org/10.1371/journal.pone.0306129.g005

Testing for SARS-CoV-2

We initiated our in-house SARS-CoV2 laboratory in November 2020, although students had been tested since August, using an external laboratory. The total expenditure for testing was €550,000, including €240,000 in staff costs and €220,000 for laboratory consumables. Over the period of testing, just over 22,000 samples were processed, of which 0.79% were positive [ 21 ]. The rate of testing and associated positive cases and a comparison with the local population from the HSE between August 2020 and May 2021 (inclusive) are shown in Fig 6 . Genotyping indicated that the SARS-CoV-2 variants mirrored those in the community [ 21 ].

https://doi.org/10.1371/journal.pone.0306129.g006

Clinical and experiential learning

We ensured that 693 students in the two senior years completed nearly 15,000 weeks of clinical and experimental learning, across 104 sites, from 28 th September 2020 to 1 st April 2021, with access dipping in January and February 2021, coinciding with the third national surge in Ireland. This was similar to previous years before the pandemic. Students throughout the medical school attended thousands of hours of in-person anatomy practicals, clinical and procedural skills training, case-based sessions and small group tutorials. Innovative simulated ward rounds and patient interactions were delivered on one hospital site and on the main university campus, and with these and other learning outcomes met the equivalent regulatory requirements. Hence, the student learning experience was as equivalent as it could be, given that this all occurred during a pandemic.

The numbers graduating before and during the pandemic were similar, i.e. 314, 321, 334 and 351 in 2018/9, 2019/20, 2020/21 and 2021/22, respectively. The percentage of students that passed the final medical examinations were 98.1%, 98.2%, 98.6% and 98.6% in 2019, 2020, 2021 and 2022, respectively. The percentage that obtained honours (2 nd and 1 st class) were 64%, 79.7%, 70.8% and 71.2% in 2019, 2020, 2021 and 2022, respectively.

Ongoing testing with investigations of clusters and outbreaks in hospitals indicated that no medical student acquired infection during any placements or was a source of nosocomial transmission. Furthermore, no lockdown of any campus facilities was required.

While the pandemic called on huge reserves of resilience and adaptability amongst medical students, their educators and others, our strong view is that medical education involves the acquisition of clinical skills that cannot be fully delivered via distance learning, notwithstanding the huge efforts that others and we made. Hence, face-to-face sessions were deemed essential and desirable. However, some medical schools came up with novel solutions to address various aspects of the curriculum, including online learning through a simulated experience covering primary care and surgery [ 22 – 26 ]. Shin and colleagues developed a virtual case-based general surgery clerkship curriculum in Ohio, USA [ 24 ]. It covered common surgical conditions such as acute cholecystitis, and knowledge scores increased but the authors acknowledge that a significant limitation was the absence of operating theatre experience such as participating in team dynamics and scrubbing [ 24 ]. In London, UK, medical educators piloted placements for 16 students which included rotations in clinical care, research and audit, nursing care and compassionate care. The students responded positively, for example, they valued working collaboratively rather than competitively, and felt that their knowledge of COVID-19 increased and their concerns decreased [ 25 ]. Many of the interventions in all these centers were well received by students with feedback indicating increased knowledge and insight, but the student response was before and after the specific initiative, rather than through a comparison with cohorts of students in previous years. In addition, often the number of students involved in the initiatives was relatively small and or addressed some but not all aspects of clinical training [ 22 , 24 – 27 ]. An interesting perspective from one of our students was that due to the pandemic, some non-urgent patients were not seen, such as in gynaecology, resulting in less exposure to that speciality that might translate in to less consideration of that speciality as a career option after graduation [ 28 ].

Wrighton and Lawrence argued in the summer of 2020, that colleges and universities needed to re-open but that there was no risk-free way to do this and that there might not be a uniform approach [ 27 ]. We adopted a multimodal strategy including barrier-free and accessible COVID-19 testing, timely contact tracing, mandatory IPC procedures, safe in-person learning, clinical placements and simulation, all possible during a pandemic. Data from China earlier on in the pandemic reported high frequency of mask wearing, hand hygiene and working from home as much as possible, amongst medical students, despite the occurrence of anxiety and depression [ 29 ]. This is reassuring as it indicates that students will comply with measures to ensure their own and others’ safety during a crisis.

The interactions between students and educators is crucial. Indeed, the importance of experiencing and contributing to teamwork from a very early stage with inter-professional education is increasingly recognised because it reflects the increasing complexity of the care of many patients (e.g. diabetes mellitus) and because it contributes to safety in the workplace [ 30 ]. Interactions between medical students, their educators and medical doctors contributes to their professional identity formation and socialisation [ 31 ]. Socialisation includes a combination of existing personal identities, the influence of role models and mentors, and both formal and self-assessment, resulting in the student acquiring their professional identity [ 32 ]. However, much of this is restricted if medical education is largely online.

Although circumstances have improved, thus facilitating greater on-site face-to-face experiences, the medical educational community must reflect on and maximise what can be achieved safely on campus [ 32 ]. Medical student vaccination has assisted in this, as they are tomorrow’s doctors and the vaccination of healthcare workers and the residents of long-term care facilities, were prioritised [ 33 ]. Face-to-face interactions were achieved by engagement with students, and by addressing their wellbeing, underpinned by regular testing and tracing, perhaps through rapid and more frequent point-of-care screening and vaccination [ 34 ]. Indeed, medical students themselves understand the need for more education on IPC, including on the wearing of personal protective equipment, and direction on the sourcing of reliable information [ 35 ]. The introduction of PCR testing also, using saliva samples, after these were shown to have a high correlation with the results from NPS, facilitated testing and screening [ 18 , 21 ]. All these measures helped ensure as normal a medical educational experience as possible resulting in the timely graduation of fully educated and competent medical doctors. They will also inform the delivery of medical education during any recurrence and subsequently during any new major transmissible infection emergency.

The limitations of what we describe include the fact that it was a single university/medical school experience, and the lack of a direct comparison group as any student comparisons were made between pre-and post-pandemic cohorts. While much of the data were collected prospectively, some were reviewed retrospectively, e.g. number of face-to-face teaching sessions. Furthermore, the interventions were reactive and not pre-determined given that they occurred during a pandemic, thus making it difficult to determine which aspects were most effective, and which were not so important.

Conclusions

We have outlined the approach of one healthcare university in addressing the challenge of delivering a robust engaged in-person medical education programme throughout the COVID-19 pandemic, including maintaining clinical placements. This was possible because of clear leadership from the top and an effective, agile and responsive MDT that prioritised the student experience. This delivered the equivalent amount of face-to-face teaching to that which occurred before the pandemic. This was achieved by proactive two-way communication with students in which we addressed their health, emotional and social concerns. Other important components included the opening of an additional campus, testing for COVID-19 on-site, the early establishment of a vaccination programme and liaison with public health on contact tracing and related matters. While online education was important, efforts to optimise safe ongoing face-to-face medical education over an extended period of undergraduate education were seen as pivotal in forming the skills and professional identity of the next cohorts of early career medical graduates. The time and expense (€9.3m) were justified by the achievements. While our experience and setting may be different to other institutions elsewhere, our approach may inform and assist others when and if another pandemic or seriously disruptive event occurs.

Acknowledgments

We thank and acknowledge the contribution and leadership of the RCSI Students’ Unions and other student volunteers in the design and delivery of activities since the start of the pandemic. They gave generously of their time in the co-design and review of plans, and in enhancing participation and engagement of the student body. We thank the Vice-Chancellor/Chief Executive and Deputy Vice-Chancellor for their leadership throughout and all RCSI staff for their commitment, dedication and professionalism during this most challenging of times. Finally, we acknowledge the support and help of all staff in RCSI affiliated hospitals, especially in the delivery of student vaccinations.

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• PubMed/NCBI
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• 12. European Centre for Disease Control. COVID-19 country overviews. https://covid19-country-overviews.ecdc.europa.eu/ .
• 13. Ethical framework for asymptomatic COVID-19 testing. Students in higher educational institutions. The Healthcare Improvement Studies Institute. University of Cambridge. February 2021 ( https://www.thisinstitute.cam.ac.uk/research-articles/covid-19-ethical-framework-for-asymptomatic-testing-of-students-in-higher-education-institutions/ ).
• 16. Beatty BJ. Hybrid-Felxible Course Design. EDTech Books. https://edtechbooks.org/hyflex/ .
• 17. National Health and Safety Function, Information and Advisory Team. Health Service Executive, Ireland. COVID-19 Test Centre Checklist. January 2021. ( https://healthservice.hse.ie/filelibrary/coronavirus/covid-19-test-centre-checklist.docx . Accessed 14-06-21).
• 34. Cheap and quick: Could rapid antigen testing be the way out of lockdown? https://www.irishtimes.com/news/health/cheap-and-quick-could-rapid-antigen-testing-be-the-way-out-of-lockdown-1.4481373 .

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This tool converts PowerPoint presentations (.pptx files) to H5P course presentations. It creates high-resolution PNG images of each slide and packages them into an H5P file format.

dgcruzing/ppt_to_h5p_converter

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Ppt_to_h5p_converter.

PowerPoint to H5P Converter This tool converts PowerPoint presentations (.pptx files) to H5P course presentations. It creates high-resolution PNG images of each slide and packages them into an H5P file format. System Requirements

Windows operating system Microsoft PowerPoint installed

Installation

Go to the Releases page of this repository. Download the latest ppt_to_h5p_converter.exe file. Save the file to a location on your computer where you have write permissions.

Double-click the ppt_to_h5p_converter.exe file to run the application. Use the GUI to select your input PowerPoint file and specify the output H5P file. Click "Convert" to start the conversion process. Check the output directory for your converted H5P file.

Troubleshooting If you encounter any issues:

Check that you have Microsoft PowerPoint installed and up to date. Ensure you have write permissions in the directory where you're trying to save the H5P file. Look for a ppt_to_h5p_converter.log file in the same directory as the executable. This log file may contain detailed error messages.

If problems persist, please open an issue on this repository with a description of the problem and the contents of the log file. Contributing Contributions, issues, and feature requests are welcome. Feel free to check the issues page if you want to contribute. License This project is licensed under the MIT License - see the LICENSE file for details.

Look to issues as I am getting false positives, plus they are converting a bit big at the moment.

PowerPoint to H5P Converter v1.2 Changelog

New features.

Resolution Options :

• High Resolution: 1920x1080
• Low Resolution: 1280x720
• Implemented radio buttons in the GUI for easy selection of resolution.

GUI Enhancements :

• Updated the graphical user interface to include resolution selection options.
• Improved layout for better user experience.

Code Changes

convert_slides_to_images Function :

• Modified to accept a resolution parameter.
• Now uses the specified resolution when exporting slides to images.

convert_ppt_to_h5p Function :

• Updated to pass the selected resolution to convert_slides_to_images .

create_gui Function :

• Added radio buttons for resolution selection.
• Modified the convert function to use the selected resolution.

Executable Creation

• Implemented the ability to create a standalone executable (.exe) file using PyInstaller.
• Added instructions for creating the executable, including necessary PyInstaller commands.

Other Improvements

• Updated error handling and logging to account for resolution-related issues.
• Refined code comments for better maintainability.
• Ensured compatibility with the new resolution options throughout the script.
• The executable version requires Microsoft PowerPoint to be installed on the user's system.
• Users should be aware that high-resolution conversions may take longer and produce larger file sizes.
• Python 100.0%