Introduction.

Feedback is a central teaching competence in evaluation processes because it favors better quality learning. However, teachers need to be trained to develop it. This study aims to analyze the results of an online training in effective feedback to tutors of clinical practices of Chilean universities belonging to the National Network of Units of Medical Education and Health Sciences.

Subjects and methods.

A quantitative, pre-experimental, cross-sectional study with a relational analytical scope. The 29 participants were chosen with a non-probability sampling strategy and by volunteers. They participated in an online training on effective feedback. Before and after the training, their performance in feedback was observed with a simulated student in a video conference interview. The Direct Observation of Clinical Skills Feedback rubric was used to rate their performance. At the end, they also answered a Training Satisfaction Survey.

Results.

All participants improved their performance by providing feedback, with statistically significant results in 8 items (p < 0.001), only the item ‘Feedback was carried out in a respectful manner’ did not present significant differences (p = 0.569), being well valued in both evaluations. Furthermore, the participants showed a high level of satisfaction with the intervention.

Conclusions.

A limited training in effective feedback to clinical internship tutors, well planned, with clear learning objectives and using various teaching strategies, improves their performance by providing feedback and with a high level of satisfaction of the participants.

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