Triggers | Task elements | Learning activities | Learning results | Learning conditions |
---|---|---|---|---|
Pre-performance triggers | Study manual | Self-study | Knowledge of performance standards | Â |
Feedforward | Study cases | Practice | Reduction of performance anxiety | |
True-performance Triggers | Perform PT role | Cope with anxiety triggers | Increased self-confidence | Â |
Apply learning in new context | Awareness of improvement areas | |||
Internal feedback | ||||
Reason aloud | ||||
Act methodically | ||||
 | Perform in patient role | Empathise with patient problem |  |  |
 | Observe performance | Matching intended performance with observed performance | Re-design of intended performance |  |
Modelling | Increased self-confidence | |||
Knowledge of alternative performance | Â | |||
Awareness of improvement areas | ||||
 | Give oral feedback | Study criteria | Insight in performance standards |  |
Give written feedback | Structure information | |||
Give score | Empathize with peer | |||
Explicit views | ||||
Post- performance triggers | Receive peer feedback | Ask for clarification | Knowledge of performance from different perspectives. | Peer is well prepared and has sufficient case-specific knowledge |
External feedback | Analyse information | |||
Knowledge of alternative performance | Feedback is critical, specific, concrete, reveals strength and weakness and contains improvement suggestions | |||
Awareness of improvement areas | Feedback meets learning needs | |||
Peer is involved in learning process | ||||
 | Receive expert feedback |  | Knowledge of expert standards | Expert allows for discussion over criteria |
Validation of peer feedback | ||||
 | Receive patient feedback |  | Knowledge of patient perceived aspects | Sufficient case-specific knowledge role-player |
 | Receive score | Compare sum scores and domain scores | Knowledge of results compared to the group | Peer has enough courage to give low scores when necessary |
Reflection | Write reflection report | Select feedback | Â | Â |
Relate information to prior feedback | ||||
Create new learning goals |