Feedback is fundamental to surgical training, yet its consistent delivery in busy clinical settings, including Australia and New Zealand (ANZ), is challenging. This paper synthesizes evidence to offer practical guidance for surgical educators and trainees. A literature review of major biomedical databases (PubMed/MEDLINE, Embase) was conducted on feedback in postgraduate surgical education. The review synthesized evidence on feedback models, effectiveness, implementation challenges, best practices, technology's role, and factors relevant to the ANZ context. Effective feedback is timely, specific, objective, actionable, and respectfully delivered. While various models exist (e.g., Pendleton, SET-GO), their application depends on context. Key challenges include time constraints, inconsistent supervisor skills, and cultural factors. Best practices involve psychological safety, collaborative goal setting, and focusing on behaviour. Simulation and video review are valuable adjuncts. Specific ANZ considerations include the RACS training structure and geographical diversity. Optimising feedback requires a multifaceted approach, moving from ad-hoc comments to structured, evidence-based practices. Implementing established principles, training supervisors, leveraging technology, and fostering supportive cultures are crucial for enhancing surgical performance and patient safety in Australasia and internationally. This synthesis provides actionable strategies for improving surgical education.