“Feedback is a process whereby learners obtain information about their work in order to appreciate the similarities and differences between the appropriate standards for any given work, and the qualities of the work itself, in order to generate improved work.” (p. 2, Boud & Molloy, 2013)
In healthcare settings, feedback plays a vital role in helping learners develop both their skills and professional judgment. Feedback is more effective when approached as a collaborative dialogue, where learners actively engage with the feedback they receive, make sense of it, and apply it to improve their performance. Educators can support this by creating an open, reflective learning environment where feedback is a routine and valued part of the learning process. When feedback is integrated in this way, it not only guides immediate improvement but also helps shape learners into self-aware, responsible, adaptable professionals committed to ongoing development (Delaney & Molloy, 2018).
Books
Learning and Teaching in Clinical Contexts
Delany, C., & Molloy, E. (2018) Learning and teaching in clinical contexts: a practical guide. Elsevier Australia.
- Chapter 10: Coaching Clinical Learners
- Chapter 21: Reworking feedback to build better work
Feedback in higher and professional education
Boud, D., & Molloy, E. (Eds.). (2012). Feedback in Higher and Professional Education: Understanding it and doing it well (1st ed.). Routledge.
- Chapter 1: Boud, D., & Molloy, E. What is the problem with feedback? (pp. 1-10).