Feedback training beyond simplistic models

Feedback is essential for learning but, as Womersley and Ripullone point out, the delivery can be problematic.1 The authors say that giving “useful feedback is not complicated, but training is required for everyone to do it well.” The big question is what should this training contain?

The delivery of feedback is a two stage process. The first stage requires the person giving feedback to make a clear judgment about the standard of performance and the processes required to attain the standard. Specific training is needed in the awareness and limitation of a range of biases that are included in the broad concept of unconscious bias and in making decisions on the standard of performance, including use of appropriate strategies and skills. Feedback on self-directed learning skills such as goal setting and self-monitoring of performance is essential.23

The second stage requires the person giving feedback to be aware of the discrepancy between the recipient’s performance and the defined standard and then to motivate the recipient to take action to reduce this discrepancy. This is more complicated than usually appreciated and is often frustrating to both the giver and recipient. Specific training in motivational interviewing techniques provides a person centred focus to reduce ambivalence to change and help the recipient to take action.4

For feedback to be effective in improving future performance and to avoid frustrations, we need training that moves beyond simplistic models, such as the “feedback sandwich,” to a more nuanced appreciation of the conditions required to ensure that feedback can attain its educational potential.