Giving Feedback to a Foundation Trainee: Simple Models That Work

Good feedback to a foundation trainee pharmacist is specific, based on what you saw, given soon after and ends with one agreed next step. Simple models like Pendleton's rules and ask-tell-ask give you a structure, so the conversation feels routine rather than awkward.

By Umar Majid · 9 Nov 2026

Good feedback to a foundation trainee is specific, based on what you saw, given soon after the event and finishes with one agreed next step. A simple model gives you a structure to hang that on.

It's also part of the job description. NHS England's person specification for designated supervisors (DSs) includes supervision training that covers effective feedback. Think of this as a practical refresher, with examples from everyday pharmacy.

What does good feedback look like?

Medical and pharmacy education sources keep coming back to the same principles. Describe what the trainee did, not what they're like, and give it while the event is still fresh. Make it two-way by asking what they think before you tell them. Stick to two or three development points, not ten. Keep it private, especially when there's a problem. And end with action: agree what they'll do differently, and when you'll check.

Use "I" statements such as "I noticed..." and steer clear of generalisations like "you always".

Which feedback model should you use?

Model	Steps	Best for	Watch out for
Pendleton's rules	Trainee says what went well, supervisor adds; trainee says what to improve, supervisor adds; agree a plan	Formal feedback after an SLE or progress review	Can feel rigid and slow; improvement points can get squeezed if time runs out
Ask-tell-ask	Ask for self-assessment, tell what you observed, ask what they will take away	Quick feedback in the dispensary or on the ward	Needs you to have actually observed something specific
SET-GO	What I saw, what else did you see, what do you think, what goal are we aiming for, how do we get there	Group or peer feedback, such as a teaching session with several trainees	Needs time and facilitation; not ideal one-to-one
Feedback sandwich	Positive, then critical, then positive	Very short, time-limited moments	Mostly one-way; trainees learn to wait for the "but" and the main message gets lost

No single model is proven best. Pick the one that fits the moment.

Pendleton's rules in practice

Say your trainee has just completed an MRCF on a New Medicine Service consultation.

Ask: "How do you think that went?" The trainee says they explained the medicine clearly.
Agree and add: "I agree. You checked understanding at the end, which was good."
Ask: "What would you do differently?" The trainee says they felt rushed.
Add: "I noticed you didn't ask how the patient felt about starting the medicine. Next time, try one open question about concerns early on."
Plan: agree to repeat an MRCF on a similar consultation in two weeks.

Pendleton works well for SLEs because it builds self-assessment, which is exactly what reflective accounts in the e-portfolio need.

Ask-tell-ask in practice

Your trainee has flagged a dose query but phoned the prescriber without the information to hand.

Ask: "How did that call go?"
Tell: "I noticed the prescriber asked for the eGFR and you had to go and find it. Having the main facts ready makes the call quicker and more convincing."
Ask: "What will you have ready next time?"

That takes about two minutes. Do it often and it builds the trust that makes bigger conversations easier. A version called GO ask-tell-ask adds agreeing a goal before you observe, and setting a plan afterwards.

Is the feedback sandwich still worth using?

It's the model a lot of us were taught. It's quick, and it can help an anxious trainee hear a hard message. But the problems are well recognised. It's mostly one-way, with little input from the trainee. Trainees learn to brace for the criticism and may stop hearing the praise. And the praise can bury the point, so the trainee walks away thinking all is well.

If you do use it, keep the middle part specific and don't pad it with vague praise.

Writing feedback in the e-portfolio

Verbal feedback disappears. The written version is what you, the trainee and NHS England can see later, including at final sign-off.

Weak	Better
"Good consultation."	"Clear explanation of how to take the inhaler, and checked technique with a placebo device. Next step: ask about the patient's concerns earlier."
"Needs to be more confident."	"Hesitated when the prescriber challenged the advice. Next step: prepare two main points with references before calling."
"Satisfactory."	"Accurate medicines reconciliation for a patient on 12 medicines, with one discrepancy correctly identified and resolved."

Link what you write to the activity and learning outcome the SLE is evidencing. Judge against the stage of training, not against yourself; NHS England asks assessors to rate what's expected for someone at the trainee's level of experience. Always include a next step.

And get it done promptly. Practice supervisors can add feedback through the ticketed supervisor function, so ask them to do it on the day. For more on the tools themselves, see supervised learning events explained.

What if your trainee gets defensive?

Some trainees react to feedback with denial, blame or upset, even when it's delivered well. That's normal, especially under GPhC exam pressure.

Ask first. Self-assessment often brings the issue out in the trainee's own words.
Stick to what you saw. Specific examples are harder to argue with than opinions.
Link it to the standard, such as the learning outcome or patient safety, so it isn't personal.
Acknowledge the feeling. "I can see that's frustrating" lowers the temperature.
Don't try to win in the moment. If emotions are high, agree to pick it up the next day.
Record it with a clear action. If the same issue keeps coming up, raise it at the next progress review and use the NHS England Trainee Support Guide and management plan.

The 26-week review is a good point to look back at patterns in feedback, not just single events.

Common questions

What's the best feedback model for foundation trainees? There isn't one best model. Pendleton suits formal SLE feedback, and ask-tell-ask suits quick everyday feedback.

Is the feedback sandwich bad? Not always, but it's mostly one-way and the main message can get lost. If you use it, keep the middle part specific.

How many points should I raise at once? Two or three development points at most, so the trainee can actually act on them.

Should I write feedback even after informal conversations? If it shows progress or a concern, yes. A short note in the e-portfolio makes patterns visible at progress reviews.

What if my trainee disagrees with my feedback? Listen, go back to the specific example and the standard, and agree a way to check it, such as a repeat SLE.

Help for designated supervisors

Supervising a trainee on top of a full workload is hard. Our Designated Supervisor and Prescriber Programme has a full chapter on giving effective feedback, alongside the training year, supervision skills and assessments. It's free when you enrol your trainee on the Foundation Pharmacist Training Programme, and your site also gets an Approved Training Plan.

See our Designated Supervisor and Prescriber Programme, free when you enrol your trainee, or contact us to talk about your training site.