MODULE TWO: Feedback Cycle

OVERVIEW: Preceptor Education >> Module Two >> Feedback Cycle

If the preceptor and student have communicated effectively throughout the placement, the student will be better able to deal non-defensively with the evaluation process. If student and preceptor have experienced communication difficulties, these problems are likely to resurface during the evaluation process.
Gaiptman & Anthony, 1993

No matter the length of clinical placement, the partnership that develops between the learner and preceptor creates an excellent opportunity for the preceptor to share their assessment of the learner’s performance. As preceptors, you have the ability to observe the learner in action and provide feedback to maintain strengths and suggestion for improvements. Simple strategies will support and ease the preceptor/student feedback cycle.

Feedback should be:

  • Timely – best is immediately following or briefly postponed until workflow/patient care warrants.
  • Constructive – encourages and supports learning.
  • Objective and accurate – bite-sized, time-limited chunks that are easy to comprehend and digest.
  • Specific and relevant to the task or situation – concrete examples.

 


Feedback Tips

  • Ask the learner to self-evaluate
    Focussing on the positive; ask him/her to state three things that went well and one thing they would do differently/change for next encounter.
  • Learners want specific behaviour feedback
    “Good job” does not provide enough guidance; follow with one or two items that were good about their performance. This could be something that he/she has demonstrated consistently or something new that has been incorporated from last feedback session.
  • Ask for feedback from the student
    Being a good and effective educator is facilitated by receiving feedback from students.

Feedback “Recipe”

2 examples/forms of positive feedback

  • Specific examples/approaches that enhance learning
  • Affirms, reinforces and encourages the continuation of an action or behaviour.

Example: “I was impressed that you had the patient sit back in their stretcher so that you could move the equipment over to the table for their supine abdomen. I especially appreciated that you held the gown closed behind the patient while you assisted them to the table.”

2 Examples/forms of constructive feedback

  • Specific examples/approaches that could change and, if they did, would enhance learning.
  • Corrects, modifies or improves performance and is conveyed through supportive language.

 

Example: “Your skills are coming along nicely. Try to place lead protection as soon as the patient lies down on the table. This will eliminate patient movement helping you place the lead on their lap after centering was complete. If you place the lead on the table before the patient arrives, that way you need to move it before they lay down and may trigger you to place it once they lay down. Also, try palpating for crests on expiration. It’s difficult to tense your muscles while exhaling and it decreases abdominal girth which makes finding crests much simpler.”

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  • The learner could do differently that would enhance learning.

Example: “The abdomen exam was very well done. The only thing I would like you to add to your routine is to step to the head of the bed to assess transverse centering on the patient’s abdomen. I’m worried you’re going to bump your head on the tube trying to see their midline from the table side.”

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