Table 1 Set of 25 educator behaviours that demonstrate high quality feedback in clinical practice
Orientation and Process | |
1. Based on observed performance | |
The educator’s comments were based on observed performance | |
2. Timely feedback | |
The educator offered to discuss the performance as soon as practicable | |
3. Feedback purpose clear | |
The educator explained that the purpose of feedback is to help the learner improve their performance | |
4. Establish a non-judgmental atmosphere: ‘here to help’ | |
The educator indicated that while developing a skill, it is expected that some aspects can be improved and the educator is here to help, not criticise | |
5. Clarify feedback process, so learner knows what to expect | |
The educator described the intended process for the feedback discussion | |
Learner-centred Focus | |
6. Encourage dialogue | |
The educator encouraged the learner to engage in interactive discussions | |
7. Seek learner’s priorities | |
The educator asked the learner about their learning priorities for the observation and feedback discussion, and responded to them | |
8. Encourage learner to ‘work it out for themselves’ | |
The educator encouraged the learner to consider the issues and possible solutions during the feedback discussion | |
9. Encourage learner to focus on learning, rather than trying to cover up limitations | |
The educator encouraged the learner to discuss difficulties and ask questions regarding the performance so the educator could help the learner to develop solutions | |
10. Acknowledge learner’s emotional response | |
The educator acknowledged and responded appropriately to emotions expressed by the learner | |
11. ‘Best interests at heart’ | |
The educator showed respect and support for the learner | |
Performance Analysis | |
12. Clarify the value of self-assessment | |
The educator asked what the learner understood about the benefits of self-assessment and helped clarify | |
13. Learner self-assessment | |
The educator asked the learner to identify key similarities and differences between the learner’s performance and the target performance | |
14. Target performance and reasoning clear | |
The educator clarified with the learner key features of the target performance and explained the reasoning | |
15. Educator assessment, including clear performance gap | |
The educator clarified with the learner similarities and differences between the learner’s performance and the target performance | |
16. Educator comments on a few, important issues | |
The educator’s comments focused on key issues for improving the performance | |
17. Specific instance (‘what happened’) | |
First the educator described, using neutral language, what the learner did (action, decision or behaviour), and the consequences | |
18. Educator’s perspective clear (‘why it matters’) | |
The educator clearly explained their perspective on the learner’s actions, including the reason for their concern | |
19. Educator explores learner’s perspective (‘why’ the learner acted as they did) | |
The educator explored the learner’s perspective and reasoning to reveal the basis for the learner’s actions (e.g. what was the learner trying to do and options considered/ difficulties encountered) | |
20. Focus on actions, not the person (‘did’ not ‘is’) | |
The educator’s comments were focused on the learner’s actions not personal characteristics | |
Action Plan | |
21. Select learning priorities: most useful (important and relevant) for the learner | |
The educator helped the learner to select a couple of key aspects of the performance to improve | |
22. Develop the action plan: how to do it! | |
The educator helped the learner to work how they could improve their performance and specify the practical steps to achieve it | |
23. Check the learner understands the plans | |
The educator checked if the learner understood their learning goals and action plan, by asking them to summarise it in their own words | |
24. Checks the learner understands the rationale: ‘why it’s better’ | |
The educator checked if the learner understood the rationale for their learning goals and action plan | |
25. Plan opportunities to review the impact of the feedback | |
The educator discussed with the learner possible subsequent opportunities for the learner to review their progress |