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Gill Harrison, Annie Cushing, Viv Cook, Celia Goreham, Sheila Hayden, Mary Rogers, Natasha Perovic

Gill Harrison, Annie Cushing, Viv Cook, Celia Goreham, Sheila Hayden, Mary Rogers, Natasha Perovic. Developing and evaluating a CETL faculty-development resource to improve formative feedback on clinical and communication skills. Feedback project.

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Gill Harrison, Annie Cushing, Viv Cook, Celia Goreham, Sheila Hayden, Mary Rogers, Natasha Perovic

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  1. Gill Harrison, Annie Cushing, Viv Cook, Celia Goreham, Sheila Hayden, Mary Rogers, Natasha Perovic Developing and evaluating a CETL faculty-development resource to improve formative feedback on clinical and communication skills

  2. Feedback project • CETL (Centre for Excellence in Teaching & Learning) Funding

  3. Feedback 15 radiography / radiotherapy / ultrasound supervisors “Using the feedback video helped me to get a better understanding of how to give feedback to students”

  4. Talking wall – “I like” Good and bad scenarios shown and discussed Student/tutor dynamics Multidisciplinary Variety talking points Practice giving feedback Promotes discussion Covers many issue in short clip Addressing difficult / uncomfortable situations Stimulating How other people can successfully deal with these situations ‘safe’ environment to discuss concerns Scenarios of difficult / challenging students Getting ideas flowing Different way to practice reflection Realistic

  5. Talking wall – “I didn’t like” Problems with IT (volume) Scan room – unrealisticlacking other equipment

  6. Talking wall – “I learned” To discuss issues with others Made me think about way I give feedback Reflect on own practice Manage my own reactions Ways to give feedback when there’s not much positive Facial expressions and body language Analysis of bad practice Importance of feedback Going through structure of feedback Strategies to deal with difficult situations

  7. Talking wall – “I would change” More scenarios A bit pictorially stark Videos particular to each professional group Not to give too much away with the titles of the scenarios Add the shy student Add scenarios with health advocates ‘Bad’ student in different scenarios Role play more situations

  8. How can you use the resource? • http://www.cetl.org.uk/learning/feedback_opportunities/player.html

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