Feedback as a Way of Learning

FEEDBACK AS A WAY OF LEARNING

Reynaldo O. Joson, M.D.

After every task or performance, there is always room for improvement. There is no such thing as absolutely perfect performance.

Everybody who believes in the above statements and who wants to improve should always go for a preliminary assessment to guide him in his plan for improvement.

To initiate improvement, an assessment must be done. The assessment may be done by the person himself (or self-assessment) or may be, preferably however, performed by peers and superiors.

The most practical and effective way of peer and superior assessment after the performance of a task is through a mechanism called feedback.

Feedback is a strategy for improvement.

Feedback is an objective appraisal of performance for the purpose of improvement done by peers and superiors. It involves responding verbally (either oral or written or both) and specifically to an event or occurrence, whether that event be good or bad, all for the purpose of improvement.

Feedback is a way of giving or soliciting help for improvement. The former is usually initiated by the faculty (superiors) or colleagues (peers) and the latter, by the learner himself.

Below are some guidelines in giving and receiving feedback:

1. Allot time for feedback after each learning session, either oral or written, but preferably oral.

2. Remember feedback is for improvement.

3. Remember feedback is not grading the performance.

4. Remember feedback can either be positive or negative. In general, give the positive ones first before the negative ones.

5. Giving a positive feedback where it is due is a stimulus for improvement and far better future performance.

6. Giving a negative feedback where it is due is a stimulus for improvement.

7. When giving a feedback, be it positive or negative, you should be descriptive rather than evaluative. In other words, refrain from giving compliments and criticisms. Do not use compliments for positive feedback. A positive feedback is an objective description of the positive behavior or performance observed. Likewise, do not use criticisms for negative feedback. A negative feedback is an objective description of negative behavior or performance observed.

8. When giving a feedback, be it positive or negative, you should be specific rather than general.

9. When giving a feedback, be it positive or negative, you should focus on behavior rather than on personality. Focus on behavior the receiver can do something about.

10. Offer solutions or advices on how to improve but do not impose. Share information and experience.

11. Time your feedback. In general, give it at the earliest opportunity possible after the performance or behavior.

12. Limit your feedback to how much the receiver can take. Concentrate on the more important ones, concepts, and principles rather than on minute details.

13. Make sure the receiver understand clearly your feedback.

14. Check on the receiver’s as well as other people’s reactions to your feedback, whether they agree, if not, learn something from the feedback to your feedback.

15. As a self-directed learner and a learner who constantly wants to improve, solicit and welcome feedback at every opportunity possible. Remember the feedback is for your improvement. Do not forget to thank the people who gave you feedback, whether positive or negative.

FEEDBACK

EVALUATION GUIDE

Instructions: Please assess how learner gave and received feedback by checking YES, SOMEWHAT, or NO after each statement and then encircle the overall grade on the other lower table.