How to Collect Teaching Feedback for Your Medical Portfolio and Specialty Training Application
- 4 days ago
- 11 min read
You deliver a useful teaching session to 20 colleagues. The discussion is lively, people thank you afterwards, and several learners say they found it helpful.
Then everyone leaves.
A few months later, you start preparing a specialty training application. You know that you have taught regularly, but you have no attendance record, no structured feedback and little evidence showing what you delivered or what learners gained.
This is an extremely common problem.
Doctors and other healthcare professionals teach every day; on ward rounds, during case discussions, in clinics, at handovers and through formal tutorials. However, valuable teaching does not automatically become strong portfolio evidence.
The difference is usually not the quality of the teaching. It is whether the activity was planned, documented, evaluated and reflected upon.
This guide explains how to collect useful teaching feedback, create a simple QR-code system and turn individual teaching activities into clearer evidence for your medical portfolio and specialty training applications. It also considers how the same approach may support appraisal and Portfolio Pathway applications.
Teaching activity is not the same as teaching evidence
Teaching activity is something you did.
Teaching evidence helps another person understand:
what you taught
who you taught
why the session was needed
how you planned and delivered it
what your personal contribution was
how learners responded
what you learned
what you changed afterwards
For example, this describes a teaching activity:
“I delivered a teaching session for resident doctors.”
A stronger portfolio entry might say:
“I designed and delivered a 30-minute case-based session for foundation doctors on recognising and initially managing hyperkalaemia. Learner feedback identified the practical decision-making framework as the most useful part of the session. In response to requests for more clinical application, I shortened the introductory section and added further ECG examples to the next session.”
The second account is more useful because it shows planning, delivery, learner response, reflection and development.
How teaching evidence may support a specialty training application
Teaching experience and training in teaching feature within the selection criteria or portfolio assessment for a number of UK training pathways.
Even where teaching is not awarded a separate portfolio score, a well-documented teaching activity may provide a useful example when discussing:
communication skills
leadership
teamwork
commitment to professional development
reflection and improvement
supporting junior colleagues
designing or improving an educational activity
responding constructively to feedback
The aim is to build credible examples showing what you did and what you learned.
Turn common application gaps into practical evidence
If the teaching section of your portfolio currently feels weak, begin by identifying the actual gap.
Gap 1: “I have attended a teaching course, but I have not delivered much teaching.”
Plan and deliver a short teaching session for an appropriate group.
Possible evidence:
learning objectives
lesson plan
presentation or handout
attendance confirmation
learner feedback
reflection
Gap 2: “I teach regularly, but I cannot prove it.”
Begin documenting your activities prospectively.
Possible evidence:
teaching log
emails confirming sessions
programme or timetable
attendance evidence
teaching materials
feedback reports
Gap 3: “I have feedback, but it is mainly informal.”
Introduce a short, structured feedback form.
Possible evidence:
feedback questions
anonymised response summary
representative learner comments
reflection on the main themes
Gap 4: “My evidence shows that I taught, but not that I improved.”
Select one piece of constructive feedback and act on it.
Possible evidence:
initial feedback
reflective entry
revised lesson plan or teaching materials
feedback from the subsequent session
Gap 5: “I have isolated sessions but no evidence of sustained involvement.”
Repeat or develop the activity over time.
Possible evidence:
teaching log across several dates
evolving teaching materials
feedback trends
evidence of organising or coordinating sessions
reflection on your development as an educator
Gap 6: “I have teaching experience but no formal development in teaching.”
Complete appropriate training in teaching methods and apply the learning in practice.
Possible evidence:
course certificate
reflective entry
lesson plan demonstrating application
feedback from a teaching activity completed afterwards
A course certificate and evidence of delivered teaching serve different purposes. The certificate shows that you undertook professional development. Your lesson plans, sessions, feedback and reflections show how you applied that development.
Why collecting teaching feedback matters
Feedback is not simply a collection of positive comments.
Used properly, it can help you:
understand which parts of your session worked well
identify areas that were unclear or less relevant
demonstrate how learners experienced the activity
show possible educational impact
write a more meaningful reflection
improve subsequent teaching
support claims made in an application or portfolio
Feedback becomes particularly useful when it sits alongside the rest of the activity.
A feedback report alone may not establish what you personally did. Similarly, a slide deck does not show whether the session was delivered or how learners responded.
Together, however, a lesson plan, attendance record, feedback summary and reflection can tell a much clearer story.
What teaching activities can you document?
Teaching does not need to take place in a lecture theatre to be worthwhile.
Depending on the context, you may be able to document:
formal lectures, tutorials and workshops
bedside or ward-based teaching
case-based discussions
clinical skills demonstrations
simulation sessions
departmental teaching
online teaching
induction sessions
one-to-one supervision
mentoring and coaching
interprofessional teaching
development of teaching materials
organisation of a teaching programme
assessment or examination involvement
A focused 10-minute teaching discussion may still be valuable. The evidence should simply remain honest and proportionate to the activity.
Not every brief clinical conversation requires a formal evaluation form. However, if you have planned a defined session or intend to use it as significant portfolio evidence, structured feedback is usually worthwhile.
Before the session: make feedback part of the plan
The easiest time to organise feedback is before you teach.
Trying to recreate evidence several months later is difficult and may produce incomplete documentation. Instead, build evidence collection into the session from the beginning.
Before teaching, prepare:
A focused topic
One or two learning objectives
A short lesson plan or outline
An appropriate method of recording attendance
A brief feedback form
A QR code linked to the form
One or two protected minutes for completion
This does not need to become administratively complicated. Once you have created a reusable feedback form and QR code, you can use the same basic system for several sessions.
Use our free Teaching Feedback Form
To make this easier, The Clinicians’ RoadMap has developed a free Teaching Feedback Form for healthcare professionals.
It is designed to help you collect structured learner feedback from formal sessions and everyday clinical teaching, supporting reflection and clearer portfolio documentation.
You can adapt how you use the form according to the subject, audience and purpose of your teaching.
How to create a QR code for your feedback form
A QR code allows learners to open the feedback form immediately on their phones. It removes the need to type a long web address and makes the process easier at the end of a busy session.
1. Copy the form link
Open the public version of your feedback form and copy its link.
Check that learners can access it without requesting permission or signing into an account they may not have.
2. Generate a QR code
Use a suitable browser feature, design platform or reputable QR-code generator to convert the link into a code.
For a simple feedback form, a static QR code will usually be sufficient. Download it as a clear image.
3. Add it to your teaching materials
Consider placing the QR code on:
the opening slide
the final slide
a printed table card
a handout
an attendance sheet
a poster near the exit
Make the code large enough to scan and leave clear space around it.
4. Test it
Before the session, scan the code using a phone that is not already signed into your account.
Check that:
the correct form opens
no additional permission is required
the form works on a mobile screen
responses are recorded correctly
the projected code remains readable
Do not wait until the end of the session to discover that access is restricted or that the
QR code is too small.
Ask questions that produce meaningful feedback
A feedback form should be short enough to complete quickly but specific enough to produce useful information.
Helpful questions may include:
What was the most useful part of this session?
What is one point you will take away?
Was the content appropriate for your level of experience?
Has the session changed how you will approach this topic?
What could make the session more useful?
Which area would you like to explore in more detail?
A generic question such as “Did you enjoy the session?” may generate positive ratings, but it tells you relatively little about educational value.
Questions about what learners gained, what they intend to change and what could improve are more useful for both teaching development and reflection.
You do not need to ask everything. Four focused questions will often produce better completion rates than a long evaluation form.
How to improve your response rate
Creating the form is only the first step. You also need to make completing it easy.
Give learners protected time
This is probably the most important practical step.
Do not simply finish by saying:
“I’ll send the form later.”
Once learners return to clinical work, the feedback request may quickly move down their priority list.
Instead, display the QR code before the end and give everyone one or two minutes to complete the form.
Explain why you are asking
A brief explanation can improve engagement:
“Your feedback will help me improve this session for the next group. Please be honest and include one practical suggestion where possible.”
This presents feedback as part of educational improvement rather than a request for praise.
Keep it mobile-friendly
Avoid:
long mandatory written answers
excessive rating scales
unnecessary personal information
complicated login requirements
multiple questions asking essentially the same thing
Display the QR code more than once
Show it at the beginning so learners know feedback will be requested. Display it again at the end and leave it visible during questions where possible.
What about chocolates?
For face-to-face teaching, a few chocolates beside a printed QR-code card can create a friendly reminder and encourage learners to pause before leaving.
The chocolate should be a small gesture of appreciation; not a reward for giving a positive rating. Learners should remain free to provide constructive feedback or not complete the form.
Chocolates may help. Protected time and a short, accessible form will usually help
more.
What should you save after the session?
Feedback is most useful when stored alongside the rest of the teaching activity.
Consider saving:
your lesson plan
the learning objectives
presentation slides or handouts
appropriate attendance evidence
the feedback questions used
an anonymised summary of responses
selected representative comments
your written reflection
revised materials showing what you changed
confirmation of your role in a wider programme
Use clear titles and consistent filenames so that the documents remain easy to find.
For example:
2026-Teaching-Hyperkalaemia-Lesson-Plan
2026-Teaching-Hyperkalaemia-Slides
2026-Teaching-Hyperkalaemia-Feedback-Summary
2026-Teaching-Hyperkalaemia-Reflection
Remove patient-identifiable information and handle learner information appropriately. Identifiable learner details will rarely be necessary in a portfolio feedback summary.
Turn feedback into reflection
Collecting feedback is useful. Showing what you did with it is stronger.
A practical reflection can answer five questions:
What did I set out to teach?
What appeared to work well?
What did learners find less effective?
What did I learn about my teaching?
What will I change next time?
For example:
“Learners valued the clinical cases and practical management algorithm but felt that the introductory physiology section was too detailed for the available time. I recognised that I had prioritised content coverage over clinical application. For the next session, I reduced the introductory slides, added another clinical scenario and allowed more time for learners to explain their reasoning.”
This is more meaningful than:
“The session went well and feedback was positive.”
Your reflection does not need to present the session as perfect. Constructive feedback followed by a sensible improvement may demonstrate development more effectively than uniformly positive ratings.
A weekend specialty-application portfolio project
You do not need to create an entire regional teaching programme before strengthening your evidence.
A focused weekend project can establish the system and materials for a small, genuine teaching activity.
Action 1: Identify the gap
Review the current recruitment criteria for the specialty and year in which you intend to apply.
Decide whether you need to develop:
teaching experience
formal training in teaching
documented feedback
reflection
evidence of improvement
a sustained contribution
educational leadership
Action 2: Plan a 10–15-minute mini-teach
Choose one focused clinical problem relevant to an appropriate learner group.
Write one or two learning objectives and outline how you will deliver the session.
Portfolio artefact: A concise lesson plan.
Action 3: Prepare the teaching material
Create a few slides, a one-page handout, a clinical scenario or a short quiz.
Portfolio artefact: Teaching material demonstrating preparation.
Action 4: Set up structured feedback
Open the free Teaching Feedback Form, create your QR code and add it to the final slide.
Portfolio artefact: A reusable feedback process.
Action 5: Arrange and deliver the session
Identify an appropriate audience and agree when the teaching will take place.
Keep evidence of your role and proportionate evidence that the activity occurred.
Portfolio artefact: Session confirmation and attendance evidence.
Action 6: Summarise the feedback
Save an anonymised summary and identify the main themes rather than selecting only the most complimentary comments.
Portfolio artefact: Structured learner feedback.
Action 7: Write a 250–300-word reflection
Describe what worked, what did not work as well and what you will change.
Portfolio artefact: A reflective entry.
Action 8: Improve one element
Revise a slide, simplify an explanation, introduce a further clinical case or adjust the session structure.
Where possible, deliver the improved session again and collect further feedback.
Portfolio artefact: Evidence of development over time.
Small actions can therefore create a coherent evidence bundle:
lesson plan
teaching material
confirmation of delivery
attendance evidence
feedback
reflection
subsequent improvement
These documents leave you with something much stronger than the unsupported statement:
“I regularly teach junior colleagues.”
How this can help with application and interview preparation
Well-documented activities give you specific examples to draw upon when completing an application or preparing for interview.
Instead of trying to remember a vague teaching experience shortly before the deadline, you can explain:
the need you identified
how you planned the session
the teaching method you selected
how you adapted to the learners
what feedback you received
what you changed
what you learned about yourself as an educator
That is the difference between merely claiming that you have taught and being able to discuss the experience clearly and reflectively.
The aim should not be to produce the largest possible number of documents. It should be to develop a small number of authentic, well-understood examples that you can discuss confidently.
Building teaching evidence for the Portfolio Pathway
The Portfolio Pathway is the current term for the route previously widely known as CESR. It allows doctors to demonstrate that they have the knowledge, skills and experience required for specialist registration without completing the corresponding GMC-approved training programme.
The precise evidence required differs between specialties. Applicants must use the current curriculum and relevant specialty-specific guidance.
Where teaching and training capabilities are relevant, evidence includes:
planned and delivered teaching
teaching materials
evidence of your personal contribution
learner or supervisor feedback
training or qualifications in teaching
supervision and mentoring
programme organisation
assessment involvement
reflection and subsequent improvement
mapping to relevant curriculum capabilities
Avoid uploading a large collection of unexplained documents. Reviewers need to understand what each item demonstrates and how it relates to the relevant capability.
This section forms part of The Clinicians’ RoadMap’s collaboration with CESR Portfolio, which provides Portfolio Pathway application planning, document assessment and individual guidance for doctors working inside and outside the UK.
The collaboration brings together practical development in clinical teaching with specialist support for organising and presenting wider Portfolio Pathway evidence.
Common mistakes to avoid
Waiting until application season
Evidence is easier to collect at the time of the activity. Begin prospectively, even if the application deadline is months away.
Following outdated scoring criteria
Recruitment methods may change. Always check the current guidance for your specialty and recruitment year.
Collecting only numerical ratings
A score of 4.8 out of 5 may look encouraging, but it provides limited information about what learners gained or what could improve.
Asking only for praise
Your questions should permit constructive criticism. Feedback designed purely to generate testimonials is less useful for educational development.
Saving feedback without context
A spreadsheet of responses does not necessarily show what you taught. Save the date, audience, topic, materials and your role alongside it.
Describing a team activity as an individual achievement
Be precise about whether you designed, organised, delivered, co-delivered or supported the activity.
Forgetting to reflect
Feedback becomes much more valuable when you explain what you learned and changed.
Uploading excessive evidence
More documents do not automatically produce a stronger application. Follow any limits and labelling requirements in the relevant recruitment guidance.
Assuming a certificate proves teaching experience
A course certificate demonstrates training. Evidence of your actual sessions demonstrates how you applied that training.
Final thoughts
You may already be teaching more than you realise.
The challenge is ensuring that valuable teaching does not disappear as soon as the session ends.
A simple system can make a significant difference:
identify the relevant application requirement
plan an appropriate activity
record your contribution
collect structured feedback
reflect honestly
act on what you learn
save the evidence clearly
Do not wait until the application form opens to discover that your strongest teaching experiences were never documented.
Teaching soon? Access our free Teaching Feedback Form and create your QR code before your next session.
For a structured approach to planning, delivering, evaluating and documenting teaching, explore our live online Teach the Teacher course.
Specialty training and Portfolio Pathway requirements vary by specialty and may change. Always consult the current national person specification, official specialty recruitment guidance, relevant curriculum and evidence-verification instructions before preparing an application.
