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What institutions and individuals might do to improve feedback
Prof Elizabeth Molloy & A/Prof Rola Ajjawi
Although feedback is viewed as instrumental to learning, it is often reported to be ineffective or problematic. Academic and healthcare institutions have typically responded to ‘the feedback problem’ by training more educators to be better at delivering feedback information to recipients. Rather than doing more of the same, with little effect, we argue that we might do better to reframe what is meant by feedback, and in doing so, encourage learners to have a more active role in the process.
In this interactive session, the notion of learner feedback literacy will be discussed, and illustrative examples of what this might look like in healthcare contexts will be drawn upon from the research. Educators will be challenged to think about what they can do to support learner agency within feedback conversations, as well as what institutions might do to encourage more productive feedback processes. The role of emotions in feedback will be examined, and participants will be asked to consider how an educational alliance might be cultivated to draw out the potential of feedback for learning.
This session will include provocations fuelled by evidence, and will enable participants to work on a case study within small groups, providing an opportunity for discussion and application of some of the key principles. Feedback Researchers, Liz Molloy and Rola Ajjawi, co-editors of the 2019 book “The impact of Feedback in Higher Education” will lead the session.
NB: A Recording of this session will be available to ANZAHPE members and non-member registrants post event.
2 Pre-Readings:
Molloy E, Ajjawi R, Bearman M, Noble C, Rudland J, & Ryan A. (2020) Challenging feedback myths: how to involve learners and promote effects. Medical Education; 54(1):33–39 doi:10.1111/medu.13802
Ajjawi R, & Regehr G. (2019) When I say … feedback. Medical Education, 53(7): 652-654. doi:10.1111/medu.13746
Liz Molloy is Professor of Work Integrated Learning in the Department of Medical Education, and Director of Interprofessional Education and Practice in the Faculty MDHS at the University of Melbourne. Liz worked as a physiotherapist, and completed a PhD in 2006 on feedback in clinical education. Her research focuses on feedback and assessment, workplace learning, and interprofessional learning and practice. Liz was awarded a Karolinska Fellowship for Excellence in Medical Education Research in 2019, and is a Fellow of ANZAHPE.
Rola Ajjawi is Associate Professor Education Research at the Centre for Research and Assessment in Digital Learning (CRADLE) at Deakin University where she leads a program of research seeking to improve work-integrated learning and to promote learner success. Her research spans feedback, workplace educational cultures, identity and belonging. Rola is Deputy Editor of Medical Education and serves on the editorial board of Teaching in Higher Education. She was awarded a Karolinska Fellowship for Excellence in Medical Education Research in 2021.
