What individuals and institutions might do to improve feedback
Although feedback is viewed as instrumental to learning, it is often reported to be ineffective or problematic. Academic and healthcare institutions have typically responded to ‘the feedback problem’ by training more educators to be better at delivering feedback information to recipients. Rather than doing more of the same, with little effect, we argue that we might do better to reframe what is meant by feedback, and in doing so, encourage learners to have a more active role in the process.
In this interactive session, the notion of learner feedback literacy is discussed, and illustrative examples of what this might look like in healthcare contexts are drawn upon from the research. Educators are challenged to think about what they can do to support learner agency within feedback conversations, as well as what institutions might do to encourage more productive feedback processes. The role of emotions in feedback is examined, and participants are asked to consider how an educational alliance might be cultivated to draw out the potential of feedback for learning.
This session included provocations fuelled by evidence, and enabled participants to work on a case study within small groups, providing an opportunity for discussion and application of some of the key principles.
Presenters: Prof Elizabeth Molloy & A/Prof Rola Ajjawi
Co-editors of the 2019 book “The impact of Feedback in Higher Education”
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