MEDICAL STUDENT TEACHING FEEDBACK TEMPLATE
Bedside teaching, a ward-round tutorial, a lecture slot: the students in the room are the best judges of whether it landed. This template collects quick, anonymous feedback at the end of a session and turns it into a report you can file as evidence of your teaching.
Free plan available. No card required.Teaching is part of almost every doctor’s job, and it is usually the part with the least to show for it. An attendance sheet proves a session happened. It says nothing about whether it was any good. Structured feedback from the students who were there does both, and gives you something specific to reflect on.
The form is short on purpose. Students fill it in on their phones in the last two minutes of a session, so it asks for one overall rating, a judgement on pitch, a few quick ticks for what worked, and two free-text questions: what to keep, and the one thing to change. That pairing is what makes the comments usable. You get praise you can quote and criticism you can act on.
It does not ask for names. Students who may later be assessed by you are more candid when they are not identifying themselves, and anonymous feedback removes any suggestion that the comments were hand-picked.
The topic, and the date if you remember it.
Short text
Why it’s asked. Ties every response to a specific session, so one report can stand as evidence of one piece of teaching.
Multiple choice · Years 1–2 · Year 3 · Year 4 · Final year · Other
Why it’s asked. Feedback means different things from a second-year and a finalist. Knowing who was in the room tells you whether you pitched it right for them.
1 is not useful at all, 5 is extremely useful.
Rating, 1–5
Why it’s asked. One headline score is what a reviewer reads first, and it is the number you can track across a year of sessions.
Multiple choice · Too basic · About right · Too advanced
Why it’s asked. Pitch is the commonest reason a session falls flat, and it is easy to fix once you know which way it was off.
Choose as many as apply.
Multi-select · Clear explanations · Relevant to exams · Relevant to clinical practice · Interactive · Good use of cases · Well organised · Felt safe to ask questions
Why it’s asked. Countable strengths. “Four in five students said they felt safe to ask questions” is a much stronger line in a reflection than “feedback was positive”.
Long text
Why it’s asked. Gives you specific, quotable comments to lift straight into a reflection or a teaching award nomination.
Be as specific as you like.
Long text
Why it’s asked. Asking for one thing gets more considered answers than “any comments?”, and gives you a concrete change to make and write about.
When the form closes — on a date you set, or when you close it — BetterForms writes the report for you: a chart for every question and every written answer, plus themes and an executive summary on plans that include analysis. Print it or save it as a PDF, share a read-only link, or export the raw responses to CSV or Google Sheets. Here is what people do with it.
Save the report as a PDF and add it to your e-portfolio — Horus, Kaizen, ISCP, Turas or whichever your programme uses — as evidence of teaching. Training curricula generally expect you to show that you teach and that you seek feedback on it. A report with a response count, scores and verbatim comments shows both.
For consultants, SAS doctors and GPs, teaching is part of your whole scope of practice, and GMC guidance asks you to reflect on feedback across all of it. A year of session reports gives you something concrete to reflect on rather than a line saying you teach.
Take the most common “one thing to change”, change it, and run the form again next time. A reflection that says what students asked for, what you did, and how the score moved is a complete cycle, and it is what portfolio reviewers want to see.
Keep every report and you have the raw material for a teaching award, a PGCert in medical education, a clinical teaching fellow application, or an application for recognition from the Academy of Medical Educators.
Send your undergraduate lead or the medical school a link to the report. They can read the results and comments, but not who answered, and cannot see your other forms.
It opens in the editor as your own form. Change any question, then share it with a link or a QR code. Or start from a blank form and let AI draft the questions for you.
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