1. The Importance of Feedback in the Clinical Education Process
These resources will provide you with an understanding of the importance of feedback in the clinical education process in speech-language pathology and audiology graduate programs. You will explore different definitions and types of feedback.
Documents & Articles (Read)
Physician Characteristics Associated with Proficiency in Feedback Skills (US National Library of Medicine National Institutes of Health)
Read the Discussion section of this paper to learn about the importance of student feedback in providing a clear understanding of what they are doing well in addition to behaviors they need to incorporate, modify, or eliminate.
Physician Characteristics Associated with Proficiency in Feedback Skills
Feedback for Learning (Columbia Center for Teaching and Learning)
Reading this article will provide strategies for giving feedback more easily and effectively. The specific technologies discussed in this article help guide feedback in an array of modalities (e.g., synchronous, asynchronous, fully online, hybrid, or in-person).
Giving Feedback on Clinical Skills: Are We Starving Our Young? (Journal of Graduate Medical Education)
This article explores some of the differences between feedback and evaluation as it relates to clinical educators. Feedback is an essential component in the learning process for students. Clinical educators need to understand the importance of feedback and need to develop strategies for providing effective feedback. The author includes a list of guidelines for giving feedback. As you read the article, consider how you would adapt this information from a DEI perspective.
Giving Feedback on Clinical Skills: Are We Starving Our Young?
Effective Feedback in the Education of Health Professionals (Rebecca F. Lara, Kris M. Mogensen, Jeffrey F. Markuns, Support Line 2016)
This article explores effective feedback and evaluation by taking an educational methodology approach. Both the cognitive and motivational aspects of learning are considered.
Effective Feedback in the Education of Health Professionals
Feedback in Clinical Education: Untying the Gordian Knot (Academic Medicine)
This article focuses on the necessity of feedback in clinical education as it relates to an environment of competency-based modeling, milestones, and entrustable professional activities. The authors highlight “the importance of source credibility, which depends on the teacher-learner relationship and alignment of values, the teacher’s understanding of the learner’s role and goals, the teacher’s direct observation of the learner, and the learner’s perception of the teacher’s good intentions.”
Videos (Watch)
Seven Principles of Good Feedback Practice (CAPCSD)
This video describes the seven principles of good feedback practice described in Nicol and Macfarlane-Dick’s article, “Formative assessment and self-regulated learning: a model and seven principles of good feedback practice(opens in a new tab).” Practical examples from the communication science field are shared.
https://vimeo.com/448640540/b1e48def6f
Students Reflect on Feedback (CAPCSD)
In this video, two students reflect on what has been the most valuable feedback for them thus far in their education and how it has helped them continue to develop their skills.
https://vimeo.com/448637440/669f1cd5e9
Giving Feedback, Susan Leahy
This video offers useful advice on giving feedback. Susan Leahy shares her “CHIRP” technique which provides an easy way to follow a script when you need to give feedback.
Observation and Feedback: 6 Steps to Effective Feedback
Julie Jackson leverages six steps of effective feedback to show Carly Bradley how to raise the rigor of her questioning. Watch how Julie gets Carly to do the thinking and to practice on the spot.
2. Strategies For Providing Feedback
These resources will take a deeper look at the application of appropriate feedback strategies based on setting and levels of performance or competence. Some different types of feedback strategies that will be investigated include delayed vs. immediate feedback, verbal vs. written feedback, and specific vs. general feedback. In addition, the concept of balanced feedback that incorporates both areas to improve and those that are being done well will be discussed.
Documents & Articles (Read)
Feedback Strategies (Kate Cook and Gina Tillard)
This interactive document provides an overview of some of the key features to consider when giving feedback. Click on the circles and use the navigation arrows to explore the different aspects of feedback.
Teaching Tips: Clinical Teaching Tips- The One Minute Preceptor (School of Medicine University of Colorado)
This article offers a succinct overview of the five steps of the One Minute Preceptor technique.
Teaching Tips: Clinical Teaching Tips- The One Minute Preceptor
Twelve Tips for Giving Feedback Effectively in the Clinical Environment (Medical Teacher)
This article delineates 12 tips gleaned from a literature review on feedback. The tips are practical and easy to implement and can be applied in many settings.
Twelve Tips for Giving Feedback Effectively in the Clinical Environment
Reinventing the Feedback Sandwich - 5 Different Ways (Andy Molinsky)
In this brief article, the author offers a humorous “sandwich themed” take on 5 alternatives to the traditional positive-negative-positive sandwich approach to feedback.
Reinventing the Feedback Sandwich - 5 Different Ways
How the Best Clinical Educators Provide Student Feedback (Keith RN)
This article breaks down the feedback process into simple, concrete steps that will help to frame help to frame best practices for providing both positive and negative feedback.
How the Best Clinical Educators Provide Student Feedback
Feedback in the Clinical Setting (Burgess, van Diggele, Roberts, and Mellis)
A common complaint from learners is that the receipt of feedback is infrequent and inadequate. This paper briefly explores the role of feedback within the learning process, the barriers to the feedback process, and practical guidelines for facilitating feedback.
Videos (Watch)
Specific vs. General Feedback (CAPCSD)
This video offers practical. Clinical based examples of how the level of specificity of your feedback can affect your students’ learning and skill development. (transcript)
https://vimeo.com/448637238/c1c7ea96e5
Characteristics of Good Student Feedback (Gavan Watson)
Watch this short video to learn about four key elements to consider when giving feedback. The examples discussed in the video refer to feedback on students’ written assignments. Think about how you could apply this to clinical practice settings.
Quick Teaching Tip: Feedback (Virginia Apgar Academy of Medical Educators)
Change the way you give feedback to your students with this quick teaching tip from the Virginia Apgar Academy of Medical Educators, a part of the Columbia College of Physicians and Surgeons.
Giving Effective Feedback 3 - Unhelpful and Helpful Feedback (St. George’s University of London)
Compare and contrast some feedback sessions, and reflect on the structure of supervisor encounters.
3. Creating an Environment Receptive to Feedback
These resources will investigate how to employ effective interpersonal skills and communication strategies to create an environment where clinical educators provide feedback in a supportive manner. There are many factors that might affect a student’s willingness to hear and respond positively to feedback including experience, setting, and cultural considerations. You’ll also consider strategies for having difficult conversations.
Documents & Articles (Read)
Cognition, Culture, and Credibility: Deconstructing Feedback in Medical Education (Perspectives on Medical Education)
This research attempts to identify the factors that make feedback influential to learners and addresses why some feedback is discarded as meaningless.
Cognition, Culture, and Credibility: Deconstructing Feedback in Medical Education
We Have to Talk: A Step-By-Step Checklist for Difficult Conversations (Judy Ringer)
This is a really great resource for supporting clinical educators when approaching difficult conversations with their students. It offers a checklist of action items to think about before going into the conversation, some useful concepts to practice during the conversation, and includes tips and suggestions including possible conversation openings.
We Have to Talk: A Step-By-Step Checklist for Difficult Conversations
The Supervisory Process: An Experience of Interpersonal Relationships and Personal Growth (Marisue Pickering)
This essay presents the view that the supervisory process is an experience of interpersonal relationships and communication and of personal needs and perspectives. While this article is quite old, the information shared is timeless.
The Supervisory Process: An Experience of Interpersonal Relationships and Personal Growth
Strategies for Successful Clinical Teaching – Learning Flourishes in a Positive Environment (Koharchik and Redding)
As much as specific teaching techniques, the right conditions for learning—including positive relationships between students and instructors—foster clinical reasoning and the assimilation of information.
Strategies for Successful Clinical Teaching – Learning Flourishes in a Positive Environment
Videos (Watch)
Factors Affecting the Feedback Process (CAPCSD)
In this video, several students and clinical educators share some of the factors that affect the feedback process, including the setting in which feedback takes place and the experience level of the student. (transcript)
https://vimeo.com/448634617/c7bd77d9eb
Context Issues Affecting Student-Centered Feedback (CAPCSD)
This video addresses seven context issues that may affect your feedback to students. We do not always have control over the context in which we give our feedback but understanding its role is important to maximizing its effectiveness. (transcript)
https://vimeo.com/448633614/e725e9feda
Giving Feedback for Strong Performance (Shari Harley)
Shari Harley argues that the sole reasons to give feedback are to change behavior or improve performance and that those should be the motivating factors behind your feedback.
How to Have Difficult Conversations (Brendon.com)
In this video, Brendon Burchard shares his four tips for having more meaningful conversations that support a healthy relationship.
4. Receiving Feedback from Your Students
Receiving feedback from students can be challenging for some clinical instructors due to a variety of reasons. Students need to feel that their feedback is valued and that their clinical supervisor is open to learning the student’s perspective on what would help their learning. It is important to the learners’ development that an environment be created that allows students the opportunity to provide honest feedback. The resources will highlight methods to foster the provision of feedback by students and tools to overcome potential difficulties for clinical instructors when receiving feedback.
Documents & Articles (Read)
How to Get Feedback from Others (Radical Candor)
Although not from the educational perspective, this blog post offers useful suggestions about how to receive feedback from others.
How to Get Feedback from Others
How to Get Feedback When You’re the Boss (Amy Gallo, Harvard Business Review)
This article comes from the world of business, but its tips on soliciting feedback can be applied across disciplines. It can be hard for students to give honest feedback to their supervisors, especially if it is critical. This article offers concrete suggestions for creating an environment in which feedback on your performance is encouraged and respected.
How to Get Feedback When You’re the Boss
How to Receive Feedback and Criticism (Kevin Kruse, Forbes)
No one likes to hear they are not doing something well, but to be most effective as a clinical educator we need feedback from students to improve our practice. In this article, Kruse offers four quick tips to help make you more receptive to receiving feedback.
How to Receive Feedback and Criticism
People Skills (Robert Bolton, ABC of Success)
This resource highlights some of the communication barriers we often unintentionally inject in our conversations with others through our choice of language.
Videos (Watch)
Getting Feedback from Students (CAPCSD)
In this video two students and an instructor reflect on how they have been asked (or have asked) for feedback about a clinical instructor's performance and why this information is essential to improving performance as an instructor. (transcript)
https://vimeo.com/448638162/d73ea57e3b
5 Ways to Listen Better (Julian Treasure)
Being able to listen effectively is a necessary skill for being able to receive feedback effectively. This engaging and informative talk explores the challenges in listening in today’s world.
PA Preceptor Session III: Giving and Receiving Feedback (Creighton University)
The video is the third in a series of preceptor training videos provided by the Physician Assistant program. It is designed for cross-discipline application and focuses on the application of bidirectional feedback between student and preceptor.