Mastering feedback for learning

Nyoli Valentine, Jill Benson, Stephanie Clota, Lambert Schuwirth

Research output: Contribution to conferencePaper

Abstract

Formative assessment and feedback have been found to have a powerful influence on trainee performance. Feedback promotes learning by informing trainees of their progress or lack thereof; advising them about observed learning needs and resources available to facilitate their learning and motivating them to engage in appropriate learning activities. As much as possible feedback should be planned, enlightening, honest, and respectful, focussing on description rather than evaluation and behaviour rather than personality. Feedback is an essential component of any programmatic assessment training programme. Despite evidence showing the importance of giving good feedback, many supervisors find it very dif ficult. To give feedback effectively, a supervisor needs to be aware of their own emotions, the appropriate role to play, tools to use, attitude they would like to portray and the desired outcome.
Original languageEnglish
Number of pages2
Publication statusPublished - 2018
EventANZAPHE Conference, 2018 - Hobart, Australia
Duration: 1 Jul 20184 Jul 2018

Conference

ConferenceANZAPHE Conference, 2018
CountryAustralia
CityHobart
Period1/07/184/07/18

Keywords

  • formative assessment
  • feedback
  • supervisors
  • Health professionals

Fingerprint Dive into the research topics of 'Mastering feedback for learning'. Together they form a unique fingerprint.

  • Cite this

    Valentine, N., Benson, J., Clota, S., & Schuwirth, L. (2018). Mastering feedback for learning. Paper presented at ANZAPHE Conference, 2018, Hobart, Australia.