Non-Award
Course length
2 days
Lead academic
Professor Liz Molloy
This advanced course focuses on the role of feedback to support learning and performance in the clinical setting. It explores the complexity of feedback as a learning tool and the reasons why feedback is so frequently reported as 'hard to give and hard to take'. The fundamental principles for effective feedback will be discussed, both at the design level (creating feedback opportunities in the workplace), and the enactment level (for example the verbal feedback exchange). Models of feedback including the Pendleton model, and Feedback Mark 1 and Mark 2 will be explored and applied. Videos of feedback practice will be displayed and analysed using a feedback quality instrument. Through role play, participants will have an opportunity to seek feedback on their feedback skills. The notion that feedback helps to develop the learner's self-monitoring capacity will be explored, as well as factors that prohibit honest conversations, and the learner's capacity to articulate their own judgments about performance. Participants will come away with an understanding of factors that help to generate a positive organisational culture, characterised by honest and respectful exchanges for development of individual and team performance.