Table 1 Feedback components of the course*
From: Developing essential professional skills: a framework for teaching and learning about feedback
Structures | Skills | Attitudes | Awareness |
|---|---|---|---|
1. "Group contract" for workshops (week 1) | Negotiation | Self & mutual respect | Uses student's 'hopes and fears' to create group safety & self responsibility |
2. Group task involving cooperation in a physical activity (week 2) | Distinguish descriptive and evaluative comments | Respect for value of different roles in a group | Awareness of the differing power of types of words and of one's own value assumptions |
3. Skill building pairs to develop and share listening/consultation skills (weeks 2–16) | Direct, honest communication; application of theory about communication skills | Trust Openness | Empathy develops awareness of difference; e.g. experiences of being heard influence listening styles |
4. Assertiveness exercises (week 4) | Getting to a mutually acceptable outcome; assertiveness | Mutual and self respect | One's own natural style and the impact of stress on it; how to change it or tailor it to situations |
5. Explicit feedback exercise (week 7) (see Additional file 1) | Observation Reflection Assertiveness | Respect Resilience | Willingness to take risks; clarify own professional style; mistakes as opportunities for learning |
6. Written self evaluation and feedback to one other student after giving a dissertation based seminar to the Department | Synthesis of content and style | Value of clear oral communication | Awareness of strengths and weaknesses of own written and oral communication skills |
7. Feedback structure to review video role plays (weeks 12–13) | Identifying specifics; creativity about alternatives | Curiosity about what works and why | Capacity to receive, acknowledge, value & use appreciation and criticism |
8. Feedback to course organisers through: 8a. feedback forms about each seminar/talk; 8b. weekly workshop evaluations; 8c. student representation at course management meeting (throughout) | Verbal and written feedback Distinguish opinion from evidence-based description | Risk taking | Feeling entitled to express both appreciation and suggestions to course team |
9. Feedback to external examiner (after course end) | Synthesis of observation, evaluation, theory & experience | Self respect | Sensitivity about giving feedback to a senior |
10. Summative assessment in practical exam (giving written feedback to a consultant on their consultation skills) | Synthesis of observation, evaluation, theory & experience | Self respect | Sensitivity about giving feedback to a senior |