LAUSR

We reviewed with interest X's letter regarding the role of feedback in our article exploring medical students' experiences with goals of care (GOC) discussions (1). In our study, participants described frequently discussing GOC independently and considered them emotionally distressing encounters that negatively impacted professional identity formation. We entirely agree with X that quality feedback, together with other strategies such as interventions targeting communication skills, faculty development promoting role-modeling, and greater emphasis upon direct observation, is essential.