Journal of Novel Physiotherapies
Open Access

Abstract

We all experience the role of feedback in our professional lives, and there is strong evidence to suggest that it is an important mechanism in learning and performance. Why is it then that learners complain more about feedback than any other element in their programs? Why is it that patients report that they don��?t understand the messages provided by practitioners in consultations? This presentation explores the ��?problem of feedback��? and identifies some of the reasons as to why it is typically hard to give, hard to take, and hard to use. Analysis of feedback studies in clinical practice and health professions education will be presented. Additionally key conceptual frameworks from the Boud and Molloy (2013) feedback book will be presented to help crystalize the key properties needed for effective verbal and written feedback. Feedback is positioned as an activity for patients, colleagues and learners, rather than an act of ��?telling��? that is imposed on recipients. Participants will have an opportunity to rethink what feedback practices may best benefit patients and learners.

Biography

Email: elizabeth.molloy@monash.edu