Orientation to Unit 5

In this unit, you will be invited to reflect on how you will communicate your appreciation to your trainee. You will explore methods, principles and tips that will prepare you to formulate effective feedback to your trainee.

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are here

Feedback

Introduction to performance appreciation

Through the previous steps, you explored how to optimize planning the assessment, as well as collecting and interpreting the facts that you gathered. You are now ready to give feedback to your trainee. Where to begin? How to go about it? What to do in a problem situation? These questions are addressed in this unit.

Feedback: crucial to the assessment process!

An individual holds a tablet in her hand and points to one of the steps of performance assessment.

In Unit 1, you saw what performance assessment entails. Feedback is the preferred way of communicating in the context of formative and summative assessments. It allows you to convey the judgement you made as a result of interpreting the data you gathered. The nature and content of your feedback, as well as how it is perceived by your trainee are significant aspects that will impact on the success of the assessment, which is why it is so important to address this topic.

The ability to give and receive feedback is critical, since it is part of essential skills that health professionals must rely on.

Feedback:

= A supervisor is having a discussion with her trainee in front of her computer.

Is essential to fostering learning

A supervisor is having a discussion with her trainee in front of her computer.

Is an interactive and bidirectional process

A supervisor is having a discussion with his trainee, written papers in hand.

Can be provided in  verbal or written form

A supervisor is having a discussion with her trainee, showing her data on a tablet.

Is precise, specific, complete and free of value judgements. It relies on observations and various aspects related to the trainee’s performance

Feedback can take place:

Formally: if planned, structured and intentional

A supervisor shows observations written on a notepad to her trainee.

Informally: if done in real time or in the course of general conversations; it is the most frequent type of feedback

A supervisor and a trainee, standing facing each other, are having a conversation.

“When feedback is effective, evaluations are never a surprise.”

Jug et al., 2019, p. 245

assignment Activity: The effectiveness of feedback


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Video: Ineffective feedback

Transcript (.pdf, 137 Ko)


Feedback

You may have noted that the supervisor’s feedback was unidirectional and exclusively focused on the trainee’s challenges. It was not related to the trainee’s objectives, nor did it target behaviours that needed improvement. It will probably hinder the trainee’s learning.

You can compare the features of effective feedback that you identified to those that are found in literature.

Feedback will be more effective if it:

  • Is provided regularly
  • Is focused on positive elements
  • Suggests potential solutions to the trainee’s challenges, as well as encouragements
An arrow at the centre of a target.
  • Is based on perceived improvements since the last feedback provided
  • Is linked to specific objectives that pose a significant level of challenge, without being too complex
  • Is given by a person whom the trainee respects and perceives as an ally, a model and a credible source

Challenges… and several benefits!

Feedback carries its share of challenges, for both the trainee and the supervisor.

For the trainee, it can generate:

  • Anxiety
  • Nervousness
  • Some awkwardness, particularly when the trainee’s perception differs from the supervisor’s point of view
  • Uneasiness with the supervisor’s hierarchal position
  • Feelings of failure or guilt

Feedback poses challenges to the supervisor, when he:

Several photos of the same student, showing facial expressions illustrating different emotions.
  • Has to give negative feedback (or does not know the type of feedback that the trainee deems useful or the trainee’s attitude when faced with negative feedback)
A clock in the background of a picture showing a supervisor working on her computer
  • Does not have time to observe the trainee
  • Has very little time to give feedback
The supervisor asks the trainee how the intervention went.

Feedback if often evaded during a placement. Yet, when it is well done, it generates several benefits, for both the trainee and the supervisor.

Reflection question


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What are the benefits of feedback for the trainee?


What are the benefits of feedback for the supervisor?

Feedback

You probably mentioned several benefits. You are invited to enhance your answers with some aspects found in literature.

Benefits for the trainee:

  • Facilitates achieving objectives
  • Leads to the development of his professional competencies
  • Focuses the trainee’s attention toward some strengths, skills or elements that need improvement
  • Increases motivation
  • Develops a sense of worth and self-esteem

Benefits for the supervisor:

  • Improves the supervisor’s communication skills
  • Allows the supervisor to acquire interpersonal skills and develop a sense of personal satisfaction
  • Fosters reflection about his roles as supervisor and expert
  • Strengthens his relationship with his trainee
  • Allows a review of support strategies that were used with the trainee and making adjustments, when needed

It’s all about perception!

Have you ever experienced a situation such as this one?

This comic strip clearly illustrates the gap that is frequently apparent between the perception of feedback given and received.

How can Patrick (the supervisor) and Myriam (the trainee) have such different perceptions of the same situation? Patrick probably did not explain that he was providing feedback when he did so. As a result, Myriam did not receive Patrick’s comments as feedback. In addition, it may be that Myriam’s expectations are different from those of Patrick regarding the frequency or type of feedback received.

As you saw in Unit 2, when planning a trainee’s assessment, it is important to clarify expectations with your trainee. By including the notion of feedback (type, models used and frequency) in your discussion, you will reduce the gap between perception and reality. By the same token, you will probably improve your trainee’s satisfaction with his placement.

“A student often evaluates the quality of his placement based on the amount of feedback he receives.”

Arsenault et al., 2014, p. 10

Formulate your feedback strategically, relying on feedback methods

Several methods can help you formulate and structure your feedback.

Do you know some of them?


info_outline Instructions: Click on each square, to read a brief description of these feedback methods.

  • A BLT sandwich
  • A clock displaying gears behind clock hands.
  • A supervisor has a conversation with her trainee.
  • A piece of paper with the acronym PEARLS circled with pearls.
  • Four rectangles representing the four phases of the R2C2 model are placed in such a way to form a pyramid.
  • A trainee explains her reasoning to her supervisor
  • A supervisor listens to her trainee as she is identifying the positive aspects of her last intervention
  • = A trainee answers a question asked by her supervisor
A BLT sandwich.

The feedback sandwich

Most of you have probably heard of the feedback sandwich. It consists in starting the feedback with a positive element. Aspects that need improvement are addressed between positive comments.

Although this method can be used daily, it will lose its effectiveness when drawn on too frequently. The trainee will wait for the negative comment every time he receives a compliment. Therefore, it is recommended to avoid always associating aspects that need improvement with the trainee’s strengths.

A clock displaying gears behind clock hands.

The chronological mode

The chronological mode consists in formulating feedback to the trainee while following the chronological order of events. The supervisor reviews a session’s elements with the trainee, by narrating what happened.

This model can be effective if used in the context of brief sessions. However, the feedback will be substantial and very detailed when sessions last longer.

A supervisor has a conversation with her trainee.

The Ask/Tell/Ask approach

This very simple approach comprises three steps:

  1. Ask: The supervisor asks the trainee to self-assess.
  2. Tell: The supervisor presents his observations. He expresses what was successful and what would need improvement.
  3. Ask: The supervisor confirms that the trainee understands, and subsequently develops a training plan with him.
A piece of paper with the acronym PEARLS circled with pearls.

The PEARLS model

Promotion Excellence and Reflexive Learning in Simulation is designed to structure feedback during a debriefing session.

Four rectangles representing the four phases of the R2C2 model are placed in such a way to form a pyramid.

The R2C2 model

The R2C2 model promotes the trainee’s involvement in the feedback process. This intuitive and user-friendly model guides the feedback and support that the supervisor provides to the trainee.

It comprises four phases:

  1. Rapport building: in order to engage the trainee and to build a rapport based on trust and mutual respect
  2. Exploring reactions to feedback: so the trainee feels he is understood, listened to and respected
  3. Exploring understanding of the feedback content: in order to validate that the trainee really understands the significance of what was described in the assessment (results, observations, etc.)
  4. Coaching the trainee to improve his performance: so the trainee can identify aspects that need to be changed and develop a learning plan

This article describes the R2C2 model and proposes various resources . It is an explanatory pamphlet focusing on each phase (video presentation, example to facilitate its use…), providing supervisors with tools to implement this model.

A trainee explains her reasoning to her supervisor.

The one-minute supervisor

The one-minute supervisor is a teaching method that integrates feedback. It comprises five brief and straightforward steps that are easily mastered, which guide discussions between the supervisor and the trainee.

You are invited to add this tool to your basket .

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Description

The one-minute supervisor is a teaching method that integrates feedback.

When using this method, the supervisor can:

  • Help the trainee organize and structure his thoughts
  • Target feedback and teachings provided to the trainee
  • Improve his skills in formulating feedback
  • Optimize time spent in supervision

Tool

What is the one-minute supervisor?

The one-minute supervisor is a flexible tool that suggests five steps to help the supervisor structure his feedback. Once the supervisor becomes familiar with these steps, he can change their order according to the learning situation.

  1. Ask the trainee to take a stand on the matter: What does the trainee think of the intervention he just did or of the patient’s diagnosis he assessed? The question(s) should allow the trainee to summarize and prioritize the information he collected.
  2. Ask the trainee to explain his position or his reasoning: Why did the trainee come to this opinion, diagnosis, impression or conclusion? Why did the trainee decide to consider one aspect over another? This step allows the supervisor to understand the trainee’s reasoning.
  3. Teach a general principle to remember: The supervisor shares his expertise with his trainee. For example: “I read in an article (or during a conference on the topic) that when dealing with suicidal thoughts, it is preferable to… “The teaching point should be relatively short.
  4. Recognize what was well done: The supervisor gives positive feedback to the trainee.
  5. Correct errors and propose solutions: In doing so, the supervisor allows the trainee to improve and reduce the gap between the current and expected performance.
References

Gatewood, E. & De Gagne, J. C. (2019). The one-minute preceptor model: A systematic review. Journal of the American Association of Nurse Practitioners, 31(1), 46-57.

Jug, R., Jiang, X. S. & Bean, S. M. (2019). Giving and receiving effective feedback: A review article and how-to guide. Archives of Pathology & Laboratory Medicine, 143(2), 244-250.  

Neher, J. O. & Stevens, N. G. (2003). The one-minute preceptor: Shaping the teaching conversation. Family Medicine, 35(6), 391-393.  

Pascoe, J. M., Nixon, J. & Lang, V. J. (2015). Maximizing teaching on the wards: Review and application of the One‐Minute Preceptor and SNAPPS models. Journal of Hospital Medicine, 10(2), 125-130.

A supervisor listens to her trainee as she is identifying the positive aspects of her last intervention

Pendleton’s model

This model is described in the text below.

A trainee answers a question asked by her supervisor.

Hattie and Timperley’s feedback model

This model is described in the text below.

Other feedback models propose a series of steps to guide the supervisor in the feedback process, among them ARCH, SET-GO and SNAPPS. These models will not be covered in this workshop.

Pendleton’s model: a noteworthy method!

This feedback model is focused on the trainee’s learnings. It suggests various steps that foster the development of an action plan to improve performance.


info_outline Instructions: Click on each of the numbers in the image below for more details on each of the different steps.

A trajectory marked with five clickable numbers to learn more about the steps of the Pendleton model.

Reference

You are invited to add this tool to your basket .

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Description

Pendleton’s Model

This feedback model is focused on the trainee’s learnings. It suggests various steps that foster the development of an action plan to improve his performance.

What is Pendleton’s Model?

Pendleton’s model suggests five steps to help the supervisor structure his feedback.

  1. Obtain the trainee’s consent before providing feedback

    2. For example, the supervisor might say: “If you agree (or if you allow me…), I propose that we discuss...”

  2. Invite the trainee to describe the situation and to identify positive elements (or strong points) of his intervention

    3. For example, the supervisor might say: “What did you want to accomplish with your patient this morning? What were the strong points of your intervention?”

Tool

  1. Validate and enhance the positive elements of the trainee’s intervention

    2. For example, the supervisor might say: “You correctly highlighted your strong points. I would add that you remained very calm and adjusted your language to that of the patient. In doing so, you created a connection and strengthened trust with the patient…”

  2. Ask the trainee to identify aspects that need improvement

    3. Here, it is important to avoid referring to weaknesses, instead talking about challenges or points that need improvement.

    For example, the supervisor might say: “What could be improved in your intervention?”

  3. Stimulate the trainee’s reflection on aspects that need improvement and strategies that may improve his performance

    4. For example, the supervisor might say:

    “How will you proceed to… (will depend on what the trainee indicated in point 4). It may be: optimize the effectiveness of your process, improve your manipulation techniques, etc.

    “Is it the best strategy?”

    “Can you think of something else you could do?”

    “Would you agree to do a role play with your colleague?”

Reference

References

Hardavella, G., Aamli-Gaagnat, A., Saad, N., Rousalova, I. & Sreter, K. B. (2017). How to give and receive feedback effectively. Breathe, 13(4), 327-333.

A feedback model that enhances learning


Hattie & Timperley’s model (2007) is a well-known method that facilitates analyzing, planning and structuring feedback. The graphic below contains parts of this model.


info_outline Instructions: Click on each box in the lower band of the model for more details about the various levels on which to base your feedback.

Effective feedback answers three questions

  1. Where is the trainee going? Ask him to explain and to clarify again his learning objectives. This is what Hattie & Timperley (2007) refer to as Feed Up.
  2. How is he going? How is the trainee’s performance? Encourage the trainee to self-assess. Identify the observations he made in relation to his objectives. This is what Hattie & Timperley (2007) refer to as Feed Back.
  3. Where to next? Offer your perspective and suggestions to the trainee with a view to foster change. This is what Hattie & Timperley (2007) refer to as Feed Forward.

These questions can be addressed according to four levels.

Task

Process

Self-regulation

Self

Reference

These models facilitate the feedback process with the trainee. They help the supervisor and the trainee organize and structure their communication. Some models will incite trainees to reflect on their actions, develop their introspection skills and reflective practice.


You are invited to add this tool to your basket .

info_outline Instructions:

  1. Click on the image to watch the animated video.
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Description

The feedback model that enhances learning

Hattie & Timperley’s model (2007) is a well-known method that facilitates analyzing, planning and structuring feedback.

What is the feedback model that enhances learning?

Hattie & Timperley’s model enables the supervisor to structure his feedback by using three questions that are not necessarily asked in order and may overlap.

Tool

Effective feedback answers three questions

  1. Where is the trainee going? Ask him to explain and to clarify again his learning objectives. This is what Hattie & Timperley (2007) refer to as Feed Up.
  2. How is he going? How is the trainee’s performance? Encourage the trainee to self-assess. Identify the observations he made in relation to his objectives. This is what Hattie & Timperley (2007) refer to as Feed Back.
  3. Where to next? Offer your perspective and suggestions to the trainee with a view to foster change. This is what Hattie & Timperley (2007) refer to as Feed Forward.

These questions can be addressed according to four levels.

Task Process Self-regulation Self

How is the task completed or accomplished? Are there any corrections to be made? Are there missing elements?

What process did the trainee adopt to act as he did during the intervention?

Can the trainee self-regulate his actions and gestures?

What is your general perception or personal assessment of the trainee?

References

References

Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.

Is there an appropriate moment to give feedback?

The profile of a head made up of several superimposed clocks.

Feedback should be formulated at different moments, according to the situation.

Une professionnelle de la santé effectue un soin de plaie.

As a general rule, the discussion will take place as soon as possible after the observation period. It is easier for the supervisor and the trainee to remember details about the situation and their effect on the performance observed. In addition, it will allow the trainee to develop his competencies more quickly.

However, some comments or suggestions should be mentioned in action, during the intervention, to ensure success or safeguard the trainee or patient’s safety. For example, where a trainee is transferring a patient, mobilizing a limb, taking care of a wound, handling sterile equipment, etc.

Other comments, particularly those that concern the process of a complex intervention (from Hattie & Timperley’s feedback model, 2007), will have more impact if they are formulated  after a period of reflection, so the trainee has time to think and evolve in his reasoning process. For example, after the trainee has facilitated a family meeting, dealt with a crisis or faced de-escalation of behavioural and psychological symptoms of dementia (BPSD).

A few tips for articulating feedback strategically

It is not easy to organize the content of feedback to convey a genuine and clear message. In this regard, the models you explored in this unit will be very helpful. We also suggest using some of the following tips when you give feedback.

info_outline Instructions: click on each tip for a more detailed description.

1. Beforehand, prepare points that you would like to address with your trainee (Charles Darwin University [CDU], 2019)

In doing so, the supervisor’s feedback will be clearer, specific and concise. Refer to steps that you took previously (particularly collecting and interpreting information). Think about the challenges and strengths you would like to address. Make sure to have in hand:

  • the trainee’s objectives
  • your grids
  • and any other evidence related to the trainee’s performance

2. Be considerate when you offer feedback (CDU, 2019)

Begin your meeting by asking for the trainee’s consent about receiving your feedback. This recommendation corresponds to the first step of Pendleton’s model presented earlier.

Avoid a flattering or accusatory tone. This approach misleads the trainee and does not take stock of the situation. Avoid vague words or those that are subject to interpretation, such as: always, never, you need to and you must.

Be aware of your language (verbal, paraverbal and non-verbal). Be specific. Ensure you are consistent between these various aspects of communication.

Express yourself through different means. It is beneficial to use various means of expression such as gestures, tone or words. For example, silently show the trainee how to do something or lay your hands on the trainee’s hands to guide his intervention.

3. Ask open questions

This type of question fosters the trainee’s participation and allows him to express what is important to him.

4. Speak about the situation in the present tense

Start with “I”, “now” or “today”. This is all the more important since feedback reflects your perception, rather than the absolute truth. For example: “I noticed that …, etc.”

5. Focus your feedback on changeable behaviours (CDU, 2019)

Be tactful when referring to less successful aspects. Avoid judgements. It is important to use a constructive comment, limited to behaviours that the trainee can change.

For example: “I noticed that you gesticulate and that the patient stepped back when your hands came close to his face” instead of “You are scaring the patient”.

“I noticed that you had problems in reaching the patient because the bed’s height was not adjusted” instead of “You are too short”.

6. Offer a clear and specific comment

When receiving a clear comment, the trainee has a better understanding of where he is doing well and where he needs to improve. In addition, it reduces anxiety. Being specific implies avoiding generalizations such as “You always, never do…”, etc.

7. Present challenges as learning opportunities

Most of the feedback models suggest starting with identifying the trainee’s strengths, then addressing aspects that need improvement. The following video proposes two ways of detecting behaviours that need improvement.

assignment Activity: Detecting behaviours that need improvement constructively

info_outline Instructions:

  1. Watch the following video by clicking on the button. A new window will open.
  2. To close it, click on the area outside the video.
  3. Click on to turn on the "Subtitles/closed captions (c)" and select your language in the "Settings" .
  4. Answer questions.
  5. See our feedback.
Video: Constructive feedback? Version 1

Transcript (.pdf, 106 Ko)

Video: Constructive feedback? Version 2

Transcript (.pdf, 106 Ko)

Which feedback version do you prefer?


Why?

Feedback

Did you perceive the nuance? Words used by the supervisor were the same in both versions, except for one. Did you identify it?

In the second version, the supervisor uses the word “now” instead of the word “but”. It makes a great difference in the trainee’s perception. “NOW” implies that the trainee is continuing her good work and improving while the word “BUT” carries a negative tone, a restrictive connotation. The word “but” destroys the constructive comment that was just made. It is a bit like receiving the pot after the flowers. The trainee may not even listen to positive comments because she is anxious about the negative feedback.

Therefore, we suggest you avoid conjunctions such as but, except, etc. The next time you want to say “but”, think of this workshop and say “now”.

8. Limit the amount of information

Avoid lists of advice; they are confusing and the trainee may lose sight of the key message. It is preferable to focus on a few specific elements.

9. Stimulate feedback rather than imposing it

Encourage the trainee to come and talk to you about his progress, difficulties or hesitations. Be receptive. You will probably notice that, in time, if you ask a lot of questions to your trainee about his strengths and challenges, he will tend to talk about them naturally. He will adapt to your way of discussing feedback.

10. Identify obstacles to achieving the objectives

Do not hesitate to mention the difficulties that may have been encountered in the situation. This will put things in perspective for the trainee and reduce his anxiety. For example, a supervisor might say to his trainee: “I know that the clientele is different from what you have seen before in class and that it may require more preparation time.”

11. Encourage the trainee to adopt alternative behaviours and to motivate himself to change

Explain why you want this behaviour to change. Highlight the benefits of solving this problem.

For example:

  • Ask the right questions regarding patient safety in order to prevent a fall (question related to the development of knowledge).
  • Practice the technique in laboratory so you are more comfortable or faster in a real-life situation (question related to the development of know-how).
  • Act in the way discussed with the supervisor to incite the patient to be more confident or receptive (question related to the development of self-management skills).

12. Develop a plan with the trainee to foster change

Encourage the trainee to find solutions to improve his competencies. You could provide suggestions on how the trainee would like to proceed to develop his knowledge, know-how and self-management skills.

For example: “I suggest you regroup similar information in your subjective assessment (elements of anamnesis together, in chronological order, and elements of medical history together, etc.)… I suggest that you develop a template beforehand, listing the categories of your subjective assessment…”

In addition, use encouraging comments. Demonstrate a non-verbal attitude that reflects your openness. “Next time, I will be there to help you out when needed.” or “Come and see me if you want to discuss other approaches.” 

13. Clarify the trainee’s perceptions of his performance (CDU, 2019)

Validate whether the message was well understood by the trainee. You can then ask him to paraphrase, reformulate or summarize the key message from your meeting.

14. Follow-up

Provide the trainee with an opportunity to practice. Ensure that he is sufficiently exposed to learning situations. Confirm whether the trainee has applied proposed changes. Schedule direct observation sessions. Support the trainee and give him more feedback. Highlight new successes, or in case of difficulties, counsel or challenge if the behaviour persists.

15. Assess your feedback

Ask for the trainee’s feedback about your own feedback, using the STOP, START, CONTINUE approach. This technique is very quick and effective. You can simply ask the following questions to your trainee.

STOP

Which parts of the feedback would the trainee like you to stop?

START

What are some of the new ideas the trainee would like to present regarding feedback?

CONTINUE

Which parts of the feedback would the trainee like you to continue?

Download the printable version: A few tips for articulating feedback strategically (.pdf, 337 Ko).

Giving feedback in a problem situation: quite a challenge to overcome!

Feedback comes with its share of challenges, particularly when facing problem situations. This section of the unit presents simulations where you will be asked to apply your new knowledge and practice formulating effective feedback.


assignment Activity: Giving feedback in problem situations, first case


info_outline Instructions:

  1. Review the case by reading the comic strip and the brief description.
  2. Prepare your feedback, using a feedback model (see the list below).
  3. Enhance your approach by integrating a few tips (see the list below).
  4. Practice while filming or recording yourself.
  5. Conduct a self-assessment of your feedback.
  6. See our feedback.

Case 1: A very shy trainee…
A supervisor encourages her trainee to come into a patient’s room.

The trainee is shy and reserved. She answers theoretical questions perfectly and she has a supporting attitude with patients. She cares about their well-being and comfort. You noticed that she trembles sometimes, or blushes when she is with patients. She seems to be fearful of approaching or touching them.

Models
  • The feedback sandwich
  • The chronological mode
  • The Ask/Tell/Ask approach
  • The PEARLS model
  • The R2C2 model
  • The one-minute supervisor
  • Pendleton’s model
  • Hattie and Timperley’s feedback model
Astuces
  1. Beforehand, prepare points that you would like to address with your trainee (Charles Darwin University [CDU], 2019)
  2. Be considerate when you offer feedback (CDU, 2019)
  3. Ask open questions
  4. Speak about the situation in the present tense
  5. Focus your feedback on changeable behaviours (CDU, 2019)
  6. Offer a clear and specific comment
  7. Present challenges as learning opportunities
  1. Limit the amount of information
  2. Stimulate feedback rather than imposing it
  3. Identify obstacles to achieving the objectives
  4. Encourage the trainee to adopt alternative behaviours and to motivate himself to change
  5. Develop a plan with the trainee to foster change
  6. Clarify the trainee’s perceptions of his performance (CDU, 2019)  
  7. Follow-up
  8. Assess your feedback
Feedback

Several models and tips can be used to structure feedback. The following video presents feedback based on Pendleton’s model.

Video: Feedback based on Pendleton’s model: Case 1

Transcript (.pdf, 193 Ko)

The supervisor could have enhanced Pendleton’s method by:

  • Identifying obstacles to achieving the objectives. For example: “I understand that it is embarrassing and more difficult to intervene when we are observed and we feel we are being evaluated…”
  • Encouraging the trainee to adopt alternative behaviours. For example: “By asking the patient for his consent and suggesting that the patient partially covers his body during your examination, you will respect his dignity, his level of comfort and his intimacy. He will feel more at ease and as a result, so will you. It will become increasingly natural for you.”
  • Clarifying the trainee’s perceptions of the feedback content. For example: “Can you summarize what we just discussed?”
  • Following up. For example: “I would suggest you put these strategies in place during the week and check whether they are effective at the end of the week. What do you think?”

After reading our feedback, would you change your initial answer?


Can you identify one element that you would like to improve in your feedback?


You could also set an objective related to desired improvements. If needed, use the following tools: SMART and ABCDE methods, as well as the Taxonomy of Learning Objectives. You can access these tools in your basket.

assignment Activity: Giving feedback in problem situations, second case


info_outline Instructions:

  1. Review the case by reading the comic strip and the brief description.
  2. Prepare your feedback, using a feedback model (see the list below).
  3. Enhance your approach by integrating a few tips (see the list below).
  4. Practice while filming or recording yourself.
  5. Conduct a self-assessment of your feedback.
  6. See our feedback.

Case 2: An impolite trainee
A supervisor asks his trainee to have a conversation with him.

The supervisor heard, through his colleagues and several family members of patients, that the trainee is impolite and abrupt. In the supervisor’s opinion, the trainee shows a high degree of self-importance. He masters most of the clinical abilities, but does not apply them. The supervisor noticed that the trainee did what was asked of him, but nothing more. A meeting was scheduled between the supervisor and the trainee to talk about the situation.

How to talk to a trainee about behaviours that need to change?

Feedback

The supervisor would be wise to explain to the trainee the importance of interpersonal skills in professional practice and their impact on a trusting relationship.

Support and feedback must be constructive, highlighting positive elements. If the emphasis is placed solely on negative aspects, it could reduce the trainee’s motivation.

For example, the supervisor could base his feedback on questions taken from Hattie & Timperley’s model (2007):

Referring to the placement contract, the supervisor asks the trainee: “I would like you to explain your placement objective as it relates to communication, based on collaboration with colleagues, members of the team and other stakeholders. How do you plan to proceed to achieve this objective?” (Feed Up)

After the trainee has had time to express himself, the supervisor adds: “Where do you stand regarding achieving this objective? Can you describe situations where you demonstrated this competency?”

The supervisor validates whether the answer is appropriate.

He continues: “I heard from colleagues that you demonstrated impolite and abrupt behaviours with patients. Here is what was reported to me: you told a patient to mind his own business when he asked about another patient’s condition. You let a patient fall heavily on his chair after getting him out of bed. I would like you to talk about these situations.” (Feed Back)

The supervisor gives the trainee an opportunity to express himself.

Then, the supervisor can continue: “How can you rectify the situation?”

The supervisor listens to the trainee.

The supervisor can then propose some changes. (Feed Forward)

Key concepts

Throughout this unit, you had the opportunity to grasp important notions that are inherent to feedback:

  • Feedback is essential to fostering learning.
  • It is an interactive and bidirectional process.
  • Feedback is precise, specific and concerns observations and various aspects related to the trainee’s performance.
  • Several methods allow you to formulate and structure your feedback, namely the feedback sandwich, the chronological mode, the Ask/Tell/Ask approach, the PEARLS model, the one-minute supervisor, the R2C2 model, Pendleton’s model or Hattie & Timperley’s feedback model.
  • Feedback should be given at different moments, according to the situation. However, feedback should generally take place as soon as possible after the observation period.
  • Our 15 tips will assist you in articulating your feedback strategically.

Continue to Unit 6

Design and Production by: TLSS, University of Ottawa

Frequently asked questions – Online workshops

1. When and how can I have access to my workshop?

You can access the workshop at any time you are available, from the starting to the end date indicated in the training calendar. The workshops are held three times during the year.

2. Do I have to finish the workshop?

No, you do not have to finish the training you started. However, in order to obtain a certificate, you will have to pass successfully the final exam, have accessed the content of the various units and done the activities offered within.

3. How many hours will I need to complete the workshop?

This workshop could require approximately seven (7) hours of work. However, this time could vary from one learner to the next.

4. Do I have to pass successfully the exam at the end?

You are invited to take an exam comprised of multiple choice questions in order to validate your knowledge. If you need to, you can look at the content of the workshop during the exam. You must pass the exam in order to obtain a certificate.

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