Micro-Feedback Training: Learning the art of effective feedback

Abstract

Multiple attributes are expected of postgraduate research supervisors. Provision of timely and effective face-to-face feedback is one such skill that carries enormous significance in supervisee’s professional development. Feedback allows the supervisees to improve upon their performances. Unfortunately, both supervisors and supervisees have contrasting approaches towards the ongoing feedback practices. This incongruence is attributed, in part, to a lack of structured pedagogic training among the medical professionals. A standardized schema is therefore required to acquire and harmonize this pedagogical skill. One such systemized way is a training method called microteaching. Microteaching has long been used to enhance and incorporate old and new undergraduate teaching skills, respectively. Here we propose a similar structured approach of micro-feedback to inculcate effective feedback skills among postgraduate research supervisors using feedback-based scenarios, simulated students, standardized checklists and audiovisual aids. Thus, micro-feedback exercise may prove to be quite promising in improving feedback practices of postgraduate research supervisors.

Microteaching Guided by an Expert Secondary English Teacher: The Effect on Pre-Service English Teachers’ Pedagogical Content Knowledge

“…This is in line with the feedback provided by Hattie & Timperley (2007) to determine the right processes. Feedback, encourages pre-service English teachers to make reflections and improves their teaching performance (Baseer, Mahboob, & Degnan, 2017;Poulos & Mahony, 2008). This finding is contrary to the initial condition whereby the lecturer commonly focused only on pre-service English teachers' weaknesses during teaching, which discouraging their teaching process.…”

Application of Micro-Teaching in the Training of Intravenous Indwelling Needle Infusion for Clinical Nursing Students

“…It has been shown in the literature that constructive feedback among students in micro-teaching plays a crucial role in the acquisition and improvement of skills [8]. The process of learning together in social media can strengthen their self-confidence and stimulate their potential learning motivation [9].…”

Supervisory feedback to postgraduate research students: a literature review

“…Divergent expectations between students and supervisors in terms of feedback (and the relationship more widely) are mentioned regularly in the literature -these may be exacerbated if students study by distance (Roumell and Bolliger 2017), or in the case of international students who come from different cultural, linguistic and educational backgrounds (Odena and Burgess 2017). This expectation mismatch results in confusion on what constitutes effective feedback, the purpose of feedback, the role of the supervisor and the supervisor's availability, especially in times of technologically-enabled communication and opportunities for instantaneous and 24/7 availability (Andrew 2012;Orellana et al 2016;Baseer, Mahboob, and Degnan 2017;Maor and Currie 2017).…”