Unfortunately, evidence-based models of formative feedback are rare in graduate medical education. Adapting models developed in K-12 learning is a surrogate but with some exceptions. One of these models is presented in the context of thoracic surgical education. Its utility is demonstrated when delivering formative feedback. The recognized few but key differences between K-12 education and graduate medical education regarding how feedback works are highlighted. These can limit feedback’s effectiveness and so suggestions from the literature to avoid their impact are offered. The work is summarized with a set of guidelines to help in the delivery of formative feedback.