One of the most challenging transitions in practice is shifting into the role of teaching residents. Feedback in surgical education is often in the form of immediate critique and course correction during a case. While this form of feedback can be effective, important often major portions of it are lost without a formalized process. Multiple teaching strategies have been used in the surgical literature including deliberate practice, coaching and use of various artificial simulations. Often impromptu feedback lacks formality and the learner does not realize feedback is being given. Furthermore, allowing the learner to struggle during a complex case may actually be detrimental to the learning process, making the feedback they receive much less meaningful. The workshop will explore the most effective methods of giving structured and meaningful feedback, allowing the learner to realize that feedback is being given, tailoring surgical feedback to the audience and ensuring achievable and realistic goals are being communicated. Furthermore we will address questions that both junior and senior otolaryngologists often have such as: How much guidance should be given during a procedure? How much should you let a learning struggle during a case? When should the staff take over? How do you reconcile pressures to finish the OR? Participants will take part in role plays to improve effective feedback for surgical cases. They will also work in small group sessions to brainstorm ways to create programs to improve feedback receipt at their institution. Participants will leave with a comprehensive strategy to provide effective feedback and instruction for surgical procedures. Specific cases are presented and discussed.