1. FEEDBACK
Dr. Mohammed Moizuddin Khan
Associate Professor

2. Objectives
At the end of this session the participants shall be able to:
Define feedback.
Explain the importance of feedback for learning.
Understand principles of effective feedback.
Appreciate different feedback models

3. Feedback
Definition:
A two-way process in which specific information is exchanged about the comparison between students’ observed performance and a standard, given with the intention to encourage students to improve their performance.

4. Why is Feedback Important?
Promotes reflection about one’s learning or performance.
Helps to identify the gaps in learning or performance.
An educational intervention that enhances learning and contributes for the growth of the students and teachers
Helps to reinforce good performance and reduce repeated performance errors.

5. Characteristics of Feed Back
Motivational
Aim is to make the learner feel good.
Evaluative
Aim is to measure the student achievement.
Descriptive
Goal is to improve the learner achievement by telling the learner about their performance against an informed standard and an action plan to move forward in the learning process.

6. Principles of effective feedback
Expectation from a feedback provider
Clear goals and objectives for feedback
Establish a respectful learning environment
Base feedback on direct observation
Make feedback timely and a regular occurrence
Begin the session with the learner’s self-assessment
Reinforce and correct observed behaviors

7. Principles of effective feedback
Use specific, neutral language to focus on performance
Confirm the learner’s understanding and facilitate acceptance
Conclude with an action plan
Reflect on your feedback skills
Create staff development opportunities
Make feedback part of Institutional culture

8. Feedback on written exams and assignments
How?
Collective feedback (written, oral or electronic)
It should:
be of particular value to re-sit students
provide general feedback to the students who sat the exam
serve as a revision tool for the incoming students

9. Feedback on written exams and assignments
What?
How many students attempted questions that were generally answered effectively?
Questions that students struggled with
How examiners use the marking criteria and how many students addressed it?
Specific comments
•What the question was looking for?
•How the question was answered well?
•How the question was answered poorly?

10. Feedback on laboratory experience
Steps followed (checklist)
Reliability of the work
Work habit and attitude
Safety rules etc..

11. Feedback on presentation skills
Content
Organization of content
Voice
Presentation
Post presentation discussion

12. Models of Feedback
Ask
Tell

13. Pendleton Rules Phase Supervisor Trainee Positive aspects
Tell what went well
Complement on what went well
Areas of Improvement
Tell what went wrong, what could be done better
Complement what could be done better
Action Plan for improvement
Tells action plan
Approves Action Plan
Summary
Summarizes the key points
Complements If Necessary

14. Feedback - generic model
Things done well
Things to continue
Things to be stopped
Things to be started

15. Limit the Quantity

16. Enhancing the feedback seeking behavior
•Rapport
•Quality of feedback
•Emotions
•Organization climate (work culture)

17. Reflective activity
Think of your current teaching context and reflect on:
•Who are your learners?
•When and how will you introduce the “culture of feedback” in your discipline?
•Where will you give feedback?
•When and how often will you give feedback?
•How will you create a safe and supportive feedback environment?
•What steps could you implement now to plan more effectively for giving feedback?

20. Summary
Feedback is a cornerstone in learning and in teaching clinical competence
Feedback should be specific, timely, and aimed at next steps to improve further learning and performance.
Involving the learner and using a structured approach to giving feedback will enhance the quality of learning.

21. Thank you…