Motivates the student to engage in appropriate learning activitiesĬreating a supportive environment for feedback Informs the student regarding observed learning needs for improvement A core component of formative assessment, feedback promotes learning in three ways : It is part of an ongoing unit of instruction and assessment, rather than a separate educational entity. Purpose of feedbackįeedback acts as a continuing part of the instructional process that supports and enhances learning. This paper briefly explores the role of feedback within the learning process, barriers to the feedback process, and practical guidelines for facilitating feedback. The ability to assess and provide feedback is a learnt skill, requiring an appropriate level of training. Feedback practices are often unsustainable, and de-motivating for students. However, health professional educators, students and peers can find it difficult to learn from one and other through feedback practices. It serves as a powerful tool to provide the learner with judgements on their performance, assisting in their educational progress. Feedback supports learners’ effective decision making, and helps to improve learning outcomes. The feedback process engages the learner with information about the quality of their performance, and leads to improvements in learning strategies. 1), helping to narrow the gap between actual and desired performance. Provision of feedback forms an integral part of the learning process (Fig. Accordingly, there has been increased interest in the facilitation of feedback. However, it has been widely reported that medical and other health professional students are rarely directly observed and given feedback during their clinical placements. Feedback is one of the most important forms of interactions between the ‘teacher’ and the ‘learner’. Within health professional education, feedback has been described as “ Specific information about the comparison between a trainee’s observed performance and a standard, given with the intent to improve the trainee’s performance”.
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