QHPE 601 Feedback in Teaching and Learning

<p>Pendleton’s Rules (A)</p> Signup and view all the answers

<p>Institutional administrators (D)</p> Signup and view all the answers

<p>Surprising the learner with negative feedback (A)</p> Signup and view all the answers

<p>Starting with praise before addressing areas for improvement (D)</p> Signup and view all the answers

<p>Employing 'I' statements to express concerns without being accusatory. (A)</p> Signup and view all the answers

<p>Using vague descriptions of observed behaviors. (D)</p> Signup and view all the answers

<p>Encouraging self-assessment on strengths and improvement plans. (B)</p> Signup and view all the answers

<p>Formulating reactive responses without considering the feedback. (B)</p> Signup and view all the answers

<p>Ensuring that feedback is actionable and relevant. (A)</p> Signup and view all the answers

<p>May improve performance or cause students to give up (D)</p> Signup and view all the answers

<p>Sandwich model (A)</p> Signup and view all the answers

<p>Lack of self-assessment (B)</p> Signup and view all the answers

<p>No feedback (D)</p> Signup and view all the answers

<p>Their relationships with themselves and others (C)</p> Signup and view all the answers

<p>Provide specific observations and suggestions (C)</p> Signup and view all the answers

<p>Both peers and instructors (C)</p> Signup and view all the answers

<p>Results in false assessment of their abilities (A)</p> Signup and view all the answers

<p>Positive feedback (B)</p> Signup and view all the answers

<p>Bridge the gap between current and desired performance (C)</p> Signup and view all the answers

A feedback method that starts with positive comments, followed by areas for improvement, and ends with encouragement.

A feedback method that involves the learner and observer stating what was done well and what could be improved, leading to an action plan.

A feedback method that emphasizes framing the conversation to minimize tension. It sets an explicit purpose and informs the learner whether the feedback is formative or summative.

A method of evaluating performance by watching and documenting skills.

Feedback focusing on performance in a clinical or medical setting.

Feedback given during a process to help improve performance.

Evaluation feedback given at the end of a process or period.

Expressing concerns about a student's performance or behavior, using 'I' statements to avoid accusations, and focusing on specific observations.

Providing clear descriptions of a missing step or task in student work, relying on direct observations, and focusing on specific issues.

Encouraging student self-reflection, asking clarifying questions, and reviewing plans for improvement.

Listening attentively, avoiding interruption, clarifying by asking questions, requesting examples, considering appropriateness, and expressing how to help resolve.

Providing feedback that doesn't align with assessment goals or standards, hindering student growth.

Sharing observations, concerns, and suggestions to help a student understand their learning and improve.

Leads to students having no improvement path, believing everything is fine, and potentially inaccurate self-assessment, potentially harming patient outcomes.

A tool for understanding self-perception and how others perceive someone.

Encourages students, motivating them to achieve more.

May encourage better performance or cause feelings of punishment, potentially leading to giving up.

The most detrimental type; can worsen performance and demotivate good work.

Specific goals or targets a learner should be able to apply after a session.

Feedback that helps students learn and improve their performance.

A feedback structure that starts with positive comments, then addresses the issue, and concludes with more positive remarks.