scholarly journals The Rightful Demise of the Sh*t Sandwich: Providing Effective Feedback

2014 ◽  
Vol 43 (6) ◽  
pp. 759-766 ◽  
Author(s):  
Ian Andrew James
Keyword(s):  
Clinical Competence ◽  
Role Play ◽  
Effective Feedback ◽  
Raising Awareness ◽  
Complex Process ◽  
New Learning ◽  
Positive Statements ◽  
Feedback Strategies ◽  
Feedback Techniques ◽  
Cognitive Therapist

Background: As a trainee cognitive therapist in the early 1990s, I was taught the Sh*t Sandwich by my supervisor. I continued to use this technique for many years without seeing the need to extend my repertoire of feedback strategies. Aims: This article describes a number of other feedback techniques, raising awareness of the processes underpinning feedback, and facilitating reflection on feedback methods. Method: This review examines feedback and the methods of feedback used to improve clinical competence. Results: Evidence informs us that the use of good feedback has a significant effect on learners’ outcomes (Milne, 2009). However, despite recognition of its importance, many supervisors fail to give adequate feedback and utilize methods that are sub-optimal. One such problematic method is the notorious “Sh*t Sandwich” (SS), which attempts to hide criticism within a cushion of two positive statements. This paper looks at various models of giving negative and positive feedback, suggesting that our repertoire of feedback methods may require expanding. Conclusion: The review suggests that feedback is a complex process and methods that place an emphasis on the learner as an active participant in the learning process (i.e. interactive approaches) should be encouraged. The paper suggests that negative feedback should generally be avoided in favour of constructive support, accompanied by specific, descriptive, balanced feedback, with new learning being consolidated by role play. Generally, feedback should be given about the task rather than the person, but when it is personalized it should relate to effort rather than ability.

scholarly journals 1129. Optimizing Feedback Strategies on the Infectious Diseases Inpatient Service

2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S593-S594
Author(s):  
Eva Clark ◽  
Prathit Kulkarni ◽  
Mayar Al Mohajer ◽  
Stacey Rose ◽  
Jose Serpa ◽  
...  
Keyword(s):  
Medical Education ◽  
Infectious Diseases ◽  
Clinical Education ◽  
Mental Model ◽  
Inpatient Service ◽  
Shared Mental Model ◽  
Effective Feedback ◽  
Medical Trainees ◽  
Feedback Strategies ◽  
Giving Feedback

Abstract Background Timely, efficient, and effective feedback strategies are crucial for enhancing faculty-trainee communication and trainee education. Here we describe attitudes, practices, and perceived behaviors regarding giving feedback to medical trainees rotating on Infectious Diseases (ID) inpatient consult services. Methods An anonymous survey on feedback strategies was distributed to our adult ID Section in February 2020 as part of a facilitated discussion on optimizing trainee clinical education. Results Twenty-six ID Section members completed the survey (18 faculty, 8 trainees). Most trainees (62.5%) and faculty (66.7%) felt that trainees are “sometimes” comfortable voicing concerns to faculty; however, no trainees but 11.1% of faculty indicated that trainees are “always” comfortable voicing concerns to faculty. Most trainees (87.5%) felt that conversations about team expectations occur “sometimes” or “often.” In contrast, most faculty (72.2%) felt that these conversations “always” occur. Although most faculty felt that both informal (94.4%) and formal (83.3%) feedback should be given to trainees, 22.2% of faculty responded that they do not explicitly use the term “feedback” when discussing feedback with a trainee. No trainees and 22.2% of faculty indicated that they utilize a feedback tool. Regarding quantity of feedback trainees perceive they receive from faculty, 37.5% of trainees felt they needed more feedback while 50% felt they received adequate feedback. Most faculty (88.9%) responded that they encourage trainees to give feedback to faculty, although most trainees (62.5%) responded “sometimes” regarding how comfortable they feel doing so. Conclusion In summary, we found differences between faculty and trainees regarding two important aspects of medical education: setting expectations and providing feedback. While most faculty feel that conversations regarding these topics occur invariably, trainees do not always share this perception. Trainees felt less comfortable voicing concerns and giving feedback to faculty than faculty perceived them to be. Overall, the data suggest that there is room for improvement to ensure that trainees and faculty are operating from a shared mental model regarding setting team expectations and providing/receiving feedback. Disclosures All Authors: No reported disclosures

Don't Get It Right, Just Get It Written

2015 ◽  
pp. 209-229
Author(s):  
Omar Al Noursi
Keyword(s):  
Language Learners ◽  
Effective Feedback ◽  
Foreign Language Learners ◽  
What Works ◽  
Complex Process ◽  
Efl Teachers ◽  
Term Papers ◽  
Written Assignments ◽  
Giving Feedback ◽  
Academic Demands

Writing is an essential skill for students, as it helps them meet persistently changing social and academic demands. They are often evaluated based on written assignments, reports, term papers, and essays. For second and foreign language learners, mastering writing is a very challenging task. Therefore, many of them find it the most difficult of the four skills. To encourage students to develop this crucial skill and consolidate their learning, providing them with clear feedback is essential. Most ESL and EFL teachers perceive feedback as paramount for students' improvement in this vital skill. However, providing effective feedback is a complex process, as many factors and issues have to be considered. This chapter deals with feedback from different angles. The aim is to demonstrate to teachers the most effective ways and alternatives of giving feedback with the aim of guiding them to choose what works best for their students under various circumstances.

scholarly journals Raising Awareness of Urban Environment Development in Primary Schools

2016 ◽  
Vol 2 (2) ◽  
pp. 105-113
Author(s):  
Maja Rosi ◽  
Jerneja Smole ◽  
Jasna Potočnik Topler
Keyword(s):  
Learning Environment ◽  
Urban Environment ◽  
Primary Schools ◽  
Tourism Development ◽  
Urban Environments ◽  
Destination Branding ◽  
Raising Awareness ◽  
Complex Process ◽  
Positive Learning Environment ◽  
The Government

AbstractIn the past few years, excessive efforts have been made to increase the city’s attractiveness and its international positioning. Also studies on the so-called city destination branding are on the rise. Theorists, as Ramirez (2001), Marzano and Scott (2009), among many others, are discussing different aspects of this complex process. Many approaches and strategies are dealing with the positioning of urban environments and city destinations, trying to provide at least some partial answers about achieving this objective. With proper marketing and branding, cities can do a lot to attract tourists and visitors. For successful city marketing and branding and for the successful long-term positioning of the destination in general, it is necessary to involve the key stakeholders and collaborate with as many as possible despite the fact that the branding of a city destination (or any destination for that matter) is a complex process. It is significant that all the stakeholders, who are always carriers of different interests, are invited to collaborate in the planning of the tourism development and tourism development strategies, from the government, the private sector, schools etc. It is also important to involve the citizens, who can provide a valuable opinion about the environment they live in – what they like about their environment, what suggestion would they give to tourists about gastronomy, attractions, shops, events, etc. It is significant that citizens are proud of their urban environment, that they know their own environment, and that they have the motivation for the involvement in the process of improvement of their home environment (through projects, discussions, etc.). It is impossible to create attractive urban environments or cities if residents do not have a positive opinion about the place they live in. That is why it is essential for the education institutions at all levels, but especially for the institutions at the primary levels to educate children, toddlers, pupils, students, about the importance of urban environment development and create a positive learning environment, where children are able to develop as residents with a great understanding of the potential of the environment they live in. The paper explores the importance of raising awareness of the urban environment in primary schools from the theoretical, analytical and practical point of views. In the paper, we will examine whether primary schools in the city of Maribor, Slovenia educate children about their urban environment, if they are creating positive learning environments, where children can develop into proud citizens aware of the significance of the urban environment and its consequences for the quality of their lives. Further on, the curricula in chosen primary schools in Maribor is going to be analyzed. With the survey, we will try to identify the degree of children’s awareness of their surrounding urban environment, the information they receive about their environment, and their attitude towards it. And finally, what is most important, we will try to show the extreme significance of the learning environment and the curricula for raising the awareness of the environment and growing into responsible adults who will also act responsibly towards their urban environments.

Teachers' and Students' Beliefs About Responding to ESL Writing: A Case Study

2005 ◽  
Vol 23 (1) ◽  
pp. 28 ◽  
Author(s):  
Rula L. Diab
Keyword(s):  
Relative Effectiveness ◽  
Study Data ◽  
Teaching Writing ◽  
Esl Writing ◽  
Teachers And Students ◽  
Beliefs About Teaching ◽  
Feedback Strategies ◽  
Writing Feedback ◽  
Feedback Techniques

The purpose of this study was to investigate ESL instructors' feedback techniques and the rationales behind these techniques, to explore ESL students' beliefs about the relative effectiveness of various types of feedback, and to compare students' beliefs with those of their instructors. A university-level ESL instructor and two of her students participated in this case study. Data were collected by think-aloud protocols and semistructured interviews, and results revealed four major categories: (a) types of feedback the instructor emphasized, (b) the instructor's beliefs about teaching writing, (c) students' beliefs about learning to write, and (d) students' views on the effectiveness of teachers' feedback strategies. Because some of the instructor's beliefs seemed to conflict with her students' views, it was concluded that teachers should make an effort to explore their students' beliefs about writing, feedback, and error correction and to try to bridge any gap between their own and their students' expectations.

scholarly journals Sleep and Psychiatric Disorder

1968 ◽  
Vol 13 (1) ◽  
pp. 31-48
Author(s):  
J. A. Ward
Keyword(s):  
Central Nervous System ◽  
Nervous System ◽  
Arousal System ◽  
Complex Process ◽  
New Learning ◽  
The Central Nervous System ◽  
Chemical Stimuli ◽  
Change Of Consciousness ◽  
Meaningful Stimuli ◽  
Insight Into

A review of some of the important recent findings on sleep and its disorders has been presented and they provide some insight into the mysterious process of sleep. Sleep is shown to be a very complex process which will require not only extension of the current researches but a revised approach into the areas covered by previous studies. Sleep is a unique state quite different from other phenomena of loss or change of consciousness. It is distinguished from hypnosis which may involve more the specific arousal system of the thalamus. Hypnotic blindness for example does not involve sleep changes but rather a reversal of the electrical activity of the visual cortex (38). Although there appears to be a system which alerts the sleeping organism to meaningful stimuli it seems that there is little evidence of significant new learning during sleep (12, 120, 153). Rather sleep involves the focusing of the activity of the central nervous system on its internal processes. Sleep produces a state of relative bodily inactivity but the central nervous system remains actively engaged in a restorative process not yet understood. The discovery of the REM state has shown the complexity of sleep. No study of the effect of physical or chemical stimuli on the nervous system during sleep will be adequate without the examination of effects and responses in the different phases of sleep. The lack of success of continuous sleep therapy may be in part due to suppression of REM sleep by the sedatives used (23). It should be stated, however, that clinical studies are also needed to supplement the more sophisticated and expensive scientific procedures. There are still many areas of controversy on the phenomenology of sleep disorder which need investigation.

Feedback to “Feedforward”

2020 ◽  
pp. 88-99
Author(s):  
Carolyn L. Berenato
Keyword(s):  
Social Interaction ◽  
Assessment Literacy ◽  
Assessment Practices ◽  
Education Students ◽  
Effective Feedback ◽  
Assessment Feedback ◽  
Feedback Strategies ◽  
Taking Action ◽  
Future Work ◽  
Pedagogical Approaches

In recognizing that effective feedback and pedagogical approaches that support social interaction in learning are vital to students' achievement, this chapter focuses on students' need to be actively involved in their learning and assessment. It reports research into how undergraduate education students utilized assessment feedback. The students provided their perceptions of the feedback strategies employed by completing a survey. This included an investigation into whether the students used the feedback to “feed forward,” that is, to answer the question as to whether it was used to enhance their responses in their next assessments. The results revealed a contrast between the students' approach to their learning compared with that of the pedagogy underpinning the course, which sought to empower them in their learning through teaching and assessment practices that engaged them in critical thinking. The students appeared to lack assessment literacy since they treated the feedback as corrective of the assignment being marked and not relevant to them taking-action to improve their future work. It is recommended that this disconnect be further explored since without students' understanding of the purposes of assessment and feedback, in keeping with their educators' intent they are limited in their ability to learn.

Atgriezeniskās saites nozīme mācīšanas un mācīšanās procesā

2021 ◽  
pp. 15-23
Author(s):  
Pāvels Jurs ◽  
Elita Špehte
Keyword(s):  
Conceptual Framework ◽  
Learning Process ◽  
Teaching And Learning ◽  
Basic Education ◽  
Constructive Approach ◽  
Education Curriculum ◽  
Approach To Learning ◽  
Effective Feedback ◽  
Raising Awareness ◽  
Effective Teaching And Learning

Delivery of feedback is an integral part of the learning process, which ensures an effective teaching and learning process. Although the students are primarily orientated to get a mark, there are a number of strategies that can be used to maximize students' involvement in the learning process, including providing effective feedback. When providing feedback to students, their lack of skills is analysed with a view towards improving these skills, and a constructive approach to learning applied raising awareness among students. Summarizing the data of empirical research, it can be concluded that students receive feedback, but it does not provide a complete picture about students’ achievements. Among students, there is also a view that teachers do not provide the feedback that would motivate them, and some say that for them feedback is not necessary. This means that in the pedagogical process, during the implementation of the conceptual framework of the new basic education curriculum, it is necessary to promote the importance of feedback in order to help students to appreciate it and thus improve their performance, which would contribute to the growth of teaching and learning.

The Assessment of Continuing Medical Education

1981 ◽  
Vol 26 (2) ◽  
pp. 125-134 ◽  
Author(s):  
I. J. T. Davies
Keyword(s):  
Medical Education ◽  
Continuing Medical Education ◽  
Clinical Competence ◽  
Educational Outcome ◽  
Close Link ◽  
Clinical Process ◽  
Educational Methods ◽  
Educational Domain ◽  
New Learning ◽  
Educational Methodology

There is a close link between audit of clinical competence and audit of continuing medical education. Some of the earlier assumptions about the organisation of continuing medical education need to be reviewed. The increasing provision of resources for continuing medical education by the NHS means that added safeguards are necessary to ensure that professional standards are not subordinated to service exigencies. The introduction of higher educational methodology into continuing medical education should be critically examined with an awareness of the limitations and controversies concerning many methods of teaching and assessing educational outcome. The methodology of higher education may need to be substantially modified to suit the uniqueness of the clinical process and the problems of altering the behaviour of experienced and practising doctors. Criticism of behaviourist educational methods should be based on an understanding and knowledge of these methods. A new functional clinical educational domain is proposed which links educational methods with the clinical application of new learning.

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