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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