Engaging in Feedback Processes
Feedback is the key to learning, but research suggests that feedback in the health professions is less useful than liked. There are a number of myths about feedback that continue to be propagated.
Three of these will be covered in the workshop:
- Feedback needs praise-criticism balancing rules
- Feedback is a skill residing within the teacher
- Feedback is an input process
These myths perpetuate unproductive rituals, discrete episodes of educators ‘telling’ that are backward facing. This workshop will offer alternative practical perspectives on these myths.
Our orienting principles are that:
- Feedback should be dynamic and co-constructed
- Students should be encouraged to be agentic through interpreting and making use of feedback information (“feedback literacy”)
- Feedback should develop students’ capacity to make judgements about the quality of their work.
These principles reposition feedback as a co-constructed socio-cultural student-led process, where they make sense of information along a learning trajectory. Here feedback is a process and it makes a difference.
Equipping learners to engage in feedback processes may reduce the emotional burden on both parties, rendering techniques such as the feedback sandwich redundant. This workshop will also highlight the benefits for both learners and teachers in conceptualising feedback as a relational activity and in tracing its effects. These effects may be immediate or latent, and include changes in learner evaluative judgement, motivation, clinical performance or professional identity.
This is a pre-conference session. You can register for a pre-conference session without being a conference delegate.
- Dr Judith Burrows, Lecturer, School of Pharmacy, The University of Queensland, Qld
- Dr Joanna Tai, Research Fellow, Centre for Research in Assessment and Digital Learning, Deakin University, Melbourne, Vic
Competency Standards* addressed
- Standard 2.3.1 Use appropriate communication skills
- Standard 2.4.2 Engage with others as appropriate to resolve the identified problem or issue
- Standard 4.1.2 Apply reflective skills for self-assessment
- Standard 4.3.4 Serve as a role model, coach and mentor for others
- Standard 4.6.5 Manage interpersonal relationships with supervised staff
*National Competency Standards Framework for Pharmacists in Australia, 2016
This activity has been accredited for 0.5 hours of Group-1 CPD and 3 hours of Group-2 CPD (for a total of 6.5 CPD credits), suitable for inclusion in an individual pharmacist’s CPD plan. The accreditation number is S2019/64.