Common models and approaches for the clinical educator to plan effective feedback encounters

Common models and approaches for the clinical educator to plan effective feedback encounters

Reviewer: Jenny Parkes, FASA | ASA SIG: Clinical Supervisors

Authors: Orsini C, Rodrigues V, Tricio J and Rosel M

The purpose of this paper

Giving feedback to a student or colleague can be very intimidating, even for those with some experience. This article reviews the well-evidenced methods and models for doing this. The paper aimed to outline common feedback models and assess how they can be used in the workplace.

What the review described

The author acknowledges that giving meaningful feedback is a learnt skill that can be developed. This article reviews the six most common feedback models that can be used in different clinical situations with each clearly summarised. The accompanying table offers a succinct outline of the strengths and weaknesses of each model, stating which approach is best suited for the different learning situations. The table was designed to be a useful resource for clinical educators.

In addition, the review discusses the use and difference between micro-feedback, informal or unplanned encounters of 1–5 minutes and macro-feedback, formal or planned encounters of 5–20 minutes.

The six feedback models are:

1. The Feedback Sandwich: Named due to the two doses of positive/reinforcement feedback with one dose of critical/corrective feedback sandwiched between to make it more palatable and acceptable. This is brief and structured for the inexperienced educator; however, it does not provide the opportunity for learner input.

2. Pendleton Rules: This model is a modification of the Feedback Sandwich. The educator’s comments are preceded by the learner’s reflections on what was good about their performance, and what were the areas for improvement.

3. One-Minute Preceptor: Useful in micro-feedback encounters and busy clinical settings, the model aids the development of clinical reasoning and decision-making skills.

4. SET-GO: This model is beneficial for feedback in group encounters and encourages peer feedback; however, it requires the time and expertise of the educator.

5. R2C2: Developed to give assessment- and performance-based feedback rather than based on daily practice or specific rostered periods. The model has a learner-centred process, requiring high level expertise of the educator in feedback provision.

6. ALOBA: Aims to establish a learner-centred conversation or interview-type feedback guided by the learners’ agenda and needs to be complemented by the educators’ view. High feedback skills and judgement are required.

Relevance to clinical practice

While the article does not apply specifically to the sonography profession, the principles of providing effective feedback are universal. As a clinical supervisor or tutor sonographer, it is important when giving feedback, irrespective of the model utilised, to establish a safe environment for the feedback encounter, base feedback on direct observation in a balanced manner (including details on what and how the learner is or is not doing to achieve their goals), provide feedback in a timely manner and check for understanding and acceptance of the feedback. Furthermore, an action plan should be agreed upon with appropriate documentation of the encounter.

This article provides an excellent review of evidence-based models for educators, providing feedback to learners, which can be readily applied during the training of sonographers by supervisors or tutor sonographers in clinical practice.

Undoubtedly, giving (and receiving) constructive feedback is crucial for learners to bridge the gap between their current performance and the desired standards of competence