In this method, start the conversation talking about something the student did particularly well, then discuss an area needing improvement, followed by another discussion of something the student did well. Placing something that can be perceived as “negative” between two “positives” sometimes makes the process more palatable for the recipient.
A great practical article that presents three simple models for feedback in medical education is:
Chowdhury RR, Kalu G. Learning to Give Feedback in Medical Education. The Obstetrician and Gynecologist, 2004; 6: 243-7.