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Table 3 Three key areas of a successful feedback session [2]

From: Feedback in the clinical setting

Structure
 • Schedule the feedback session at convenient time for teacher and student
 • Make the purpose of meeting clear
 • Seating arrangement in the room should show the teacher as a ‘participant’ e.g. round table
 • Feedback should focus on observed knowledge, attitudes and behaviours
 • The format of the session should include self-assessment, teacher assessment and joint development of an action plan
Format
 • The aim of the feedback session is to improve student performance - make this clear
 • Session structure should be made clear - student self-assessment, teacher assessment, joint development of an action plan
 • Use an appropriate feedback model e.g. Pendleton’s positive critique method
 • It is important to both give positive feedback and areas requiring improvement
 • The assessor should provide examples and strategies for improvement
Content
 • Teachers and students need time to prepare respective content for the session
 • The learner should assess their own learning objectives for the clinical placement, including formal objectives and personal objectives
 • The teacher should prepare for the session by making direct observations of the student’s performance, and gaining feedback from others on the team
 • The teacher should review notes and only select a few points to cover