Feedback seeks to identify the gap between where the learner is and where they want to be. However, the feedback process must then result in closure of this gap if it is to be of benefit. A partnership between the giver and the receiver helps to foster an environment of safety and support wherein this can be done. Feedback must be delivered well, and various tools have been designed to aid this. However, even the most expertly delivered feedback can fall on deaf ears if the learner does not wish to receive it. In order to avoid getting stuck in the gap, the learner must develop a growth mindset, which considers constructive feedback an opportunity to grow rather than a personal attack. Such a mindset can be difficult to foster. Therefore, in addition to offering several suggestions as to how feedback may be delivered well, we propose a model to facilitate its receipt in a manner that leads to growth, and ultimately closure of the gap.

This case describes an unusual presentation of an adolescent with signs of neurological, gastrointestinal and renal dysfunction. The article explores a wide range of differential diagnoses, including cerebral and renal pathologies before identifying haemolytic uraemic syndrome (HUS) as the underlying cause. The article discusses the neurological and biochemical abnormalities, interpreting the link between systemic and central nervous system involvement, and highlights the importance of early recognition, fluid management and appropriate escalation. This case reinforces key learning around HUS with cerebral manifestations, its prognostic implications and the vital role of multidisciplinary care in managing this complex condition.