A ‘Learning conversation’ as a style of feedback

Abstract

This paper explores the history behind the introduction and use of a 'learning conversation' as a mechanism of providing effective feedback to students on resuscitation courses. The authors hope the use of this style of feedback may useful in many other contexts to provide authentic feedback. The central aim of a learning conversation is to promote and support greater self-awareness of the individual student in order to develop competence and team leadership through critical inquiry (Harri-Augstein & Thomas 1991). Learning, particularly in the context of resuscitation is demonstrated by the utilisation of "planned experience which brings about a change of behaviour" and the process is facilitated by feedback whether during skills teaching, in workshops or in simulation. The learning conversation uses empathic, active respectful listening and discussion shared between a small group of participants, facilitated by an instructor to ensure that key learning emerges from this process duly informing future practice and behaviours. A mnemonic has been developed to facilitate acquisition of the skills involved in this feedback. Faculty also require feedback to fully develop their feedback skills but once established the process makes both faculty and students share their feelings, frustrations and learning in a very positive learning climate. The learning conversation has been in use in resuscitation courses for almost six years and the authors feel there is a wealth of literature available to support this approach which can be usefully applied to facilitate learning in many small group teaching settings and the process of delivering a Learning conversation is detailed within the paper.

The European Trauma Course: Transforming systems through training

“…Thoughtful debriefing is crucial to emphasise learning points, that may vary among participants due to diverse backgrounds, experiences, and team dynamics. The ETC enhances team-focused debriefing through a “learning conversation” technique, rooted in authentic andragogical principles, 20 , 21 which allows exploration of issues that the team wish to reflect upon, whilst the instructors facilitate a positive and non-threatening learning environment, promoting open expression and acceptance of positive and negative critiques. This ensures a constructive and tailored learning experience that conforms to the principles of adult learning and simulation-based education.…”

Medical educational theory in practice

“…This technique is often incorporated into other debriefing strategies, including debriefing with good judgement and debriefing as a learning conversation. 16,17 These techniques are flexible and non-judgemental, but have been criticised for being overly instructor focused. 18 (ii) Pendleton's rules: Using this technique (or the similar 'sandwich technique'), the instructor and trainee comment on a positive aspect of their performance, followed by a weaker area, finishing on a positive.…”

Listening through the learning conversation: a thought provoking intervention

“…More importantly, in this context, they put control of the encounter firmly in the hands (or mouths) of the facilitator. In an exploration of this published in this journal last year (Norris and Bullock, 2017), the given mnemonic has 7 speech acts, only one of which is initiated by the learner. The group is not allowed into the conversation until Step 4, when they are invited to share perceptions of the event and this step is intended to encourage "… honest reflective and constructive opinions …" thereby building team membership and active listening.…”