Occupational Therapy Practice Education Collaborative - Queensland

The feedback process

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  1. Provide regular feedback and opportunity for self-evaluation
  2. How can I ensure that I am providing constructive feedback?
  1. How often, and how much feedback should I provide?

1. Provide regular feedback and opportunity for self-evaluation

An important role of the clinical educator is to provide the student with regular constructive, objective and detailed feedback and to encourage active reflective practices.

Providing and receiving feedback is an invaluable and essential part of the teaching and learning process (Ovando, 1994). Feedback gives the student greater insight into what they have actually done to arrive at an outcome, highlighting the dissonance between the intended outcome and the actual outcome, as well as the student’s strengths and areas for improvement, thereby providing impetus for change (Ende, 1984). Feedback should pay attention not only to the student’s demonstration of knowledge and skills, but also to attitudes and feelings associated with what they are doing. The student will receive feedback not only from yourself the clinical educator and focused observer, but also by way of self-feedback, from peers, the client and other multi-disciplinary staff (Ovando, 1994).